Behavior Coach Jobs in Oregon (NOW HIRING)

Serendipity Center is leading the way in therapeutic education, offering a holistic approach that integrates Mental Health, Special Education, Wellness, and Transition Readiness. Our mission is clear: to empower students who need extra time, attention, and skill development to reach their full potential. As we grow, we are seeking a dedicated MTSS Coach to help guide our educational and administrative efforts.

At Serendipity Center, you’ll find more than just a job – you’ll find a community committed to excellence and support. As a private non-profit institution, we provide all the resources necessary for student success conveniently located on campus. Our commitment to small class sizes ensures that each student receives personalized attention, supported by a diverse team that includes teachers, Program Assistants, and a comprehensive array of professionals.

• Excellent PTO: Enjoy plenty of time off (48 hours of PTO/ 1st year) allowing for a healthy work-life balance, including breaks during school closures calculated out to a minimum of 32 paid days off during the school year.
• Comprehensive Benefits: Receive full health benefits starting on the 1st of the month following 30 days of employment. Participate in our 403(B)-retirement plan with a match after 1 year.
• Professional Development: Take advantage of ongoing professional development opportunities to grow your skills and advance your career.
• Free Lunch: Enjoy free lunches during scheduled school days prepared by our kitchen team, featuring fresh ingredients from our garden.
• Casual Dress Code: Show up as your most authentic self and wear what makes you feel confident, comfortable and expresses your individual style.
• Collaborative Culture: Work alongside passionate, mission-driven teammates who are dedicated to making a difference in students' lives.
• Growth Opportunities: Benefit from opportunities for personal and professional growth within a supportive and synergetic environment.

• Owns the implementation and health of Tier 1 Universal systems, including the integration of core academic structures, classroom environments, and behavioral frameworks (e.g., CHAMPS, Classroom Matrices).
• Acts as the central bridge between tiers, identifying 'radar list' students based on academic and behavioral data points and providing input at multidisciplinary problem-solving meetings (ISST) to transition students between universal, targeted (Tier 2), and intensive (Tier 3) supports.
• Collaborates with the Vice Principal and Behavior Specialist to maintain a school-wide intervention menu for academic, behavioral, and social-emotional learning (SEL) to ensure delivery of evidence-based practices.
• Conducts regular, structured classroom-wide observations using approved tools to evaluate instructional design, tier-fidelity, and classroom management practices.
• Facilitates job-embedded coaching cycles with teachers, utilizing data, observation findings, and continuous improvement frameworks to optimize learning zones and reduce environmental triggers.
• Models and coach’s classroom teams on physical and cultural environment setups, including visual schedules, structured transition routines, and universal reinforcement systems.
• Reinforces evidence-based teaching practices and curriculum implementation presented through internal or agency required trainings.
• Collaborates with Program Supervisor and leadership to plan, organize, and distribute classroom staffing workloads (including Instructional Assistants and Program Assistants) proactively and responsively to meet systemic needs.
• Participates actively in multidisciplinary team leadership, upper/lower school meetings, classroom team meetings, admissions, and Intensive Student Support Team (ISST) meetings.
• Manages the MTSS and Tier 1 budget expenditures in accordance with organizational guidelines and shifting program needs.
• May assume instructional responsibilities by serving as teacher of record during the extended absence of certified teacher.

• Conducts regular, structured classroom-wide observations using approved tools to evaluate instructional design, tier-fidelity, and classroom management practices.
• Facilitates job-embedded coaching cycles with teachers, utilizing data, observation findings, and continuous improvement frameworks to optimize learning zones and reduce environmental triggers.
• Models and coach’s classroom teams on physical and cultural environment setups, including visual schedules, structured transition routines, and universal reinforcement systems. Reinforces evidence-based teaching practices and curriculum implementation presented through internal or agency required trainings.

• Partners with school leadership (VP, Principal) and Behavior Specialists to establish planned, consistent, and fluent classroom-level responses to unexpected student behaviors.

• Supports classroom teams in monitoring, reviewing, and implementing Behavior Support Plans (BSPs) and individualized desk/visual goals.

• Attends Continuous Improvement Team Meetings (CITM) to assist teachers with planning, post-suspension re-entry meetings, and potential referrals to Tier 2 behavioral interventions.
• Coordinates complex student cases with an interdisciplinary team of Clinical Case Managers, SpEd Coordinators, SLPs, Interventionists, and administrators to seamlessly weave therapeutic and clinical strategies into daily classroom routines.

• Assists in school-wide universal behavioral systems, including the oversight of the PBIS layered reinforcement systems (e.g., class-wide point systems, group contingency incentives, and school-wide spotlight awards).

• Coordinates complex student cases with an interdisciplinary team of Clinical Case Managers, SpEd Coordinators, SLPs, Interventionists, and administrators to seamlessly weave therapeutic and clinical strategies into daily classroom routines.

• Collaborates with Program Supervisor and leadership to plan, organize, and distribute classroom staffing workloads (including Instructional Assistants and Program Assistants) proactively and responsively to meet systemic needs.
• Participates actively in multidisciplinary team leadership, upper/lower school meetings, classroom team meetings, admissions, and Intensive Student Support Team (ISST) meetings.
• Manages the MTSS and Tier 1 budget expenditures in accordance with organizational guidelines and shifting program needs.
• May assume instructional responsibilities by serving as teacher of record during the extended absence of certified teacher.

• Education/experience: A master's degree in mental health, social work, education, or a closely related field is required for this role and 3 years’ experience as a classroom teacher, clinical case manager, special education coordinator, speech-language pathologist, occupational therapist, or equivalent role within an educational or therapeutic setting.
  • Experience implementing and coaching on Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), data-driven decision-making, and job-embedded instructional coaching models is highly preferred.
• Certification/Licenses: This position requires a current professional license one of the following areas (Teaching license, SLP, LCSW, Social Work, etc.), or a current license in another state pending in Oregon.
• General Skills: Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents. Ability to respond to common inquiries or complaints from staff and parents/guardians, regulatory agencies, or members of the business community. Ability to effectively present information to top management, public groups, and/or boards of directors. Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to deal with several abstract and concrete variables.
• Computer Skills: General MS Windows and word-processing skills
• Physical Demands: Must be able to perform Physical Management of students, including active crisis intervention and safety containment protocols (e.g. CPI, Ukeru trained practices).

This position does not have any direct supervisory responsibilities over personnel, but directs and guides the instructional/behavioral implementation practices of classroom teams and coaches program staff on best practices. This position also participates and provides input on interviewing and hiring of program staff.

General office conditions. While performing the duties of this job, the employee may be exposed to assault by a student. The employee is frequently exposed to outside weather conditions. The noise level in the work environment is usually average-moderate, but sometimes may be moderate and occasionally loud.