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Transforming Education, Empowering Lives: Lead as our MTSS Coach at Serendipity Center

     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.

Why Serendipity Center?

     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.

Perks and Benefits:

• 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.

You’ll Drive the Mission By: System-Wide MTSS Coordination & Oversight            

• 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.   

Instructional & Environmental Coaching 

• 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. 

Behavioral Support & Response Coordination 

• 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). 

Interdisciplinary Collaboration & Operations 

• 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.   

What Makes You Qualified?

• 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).

SUPERVISORY RESPONSIBILITIES:

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. 

WORK ENVIRONMENT:

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.