Character Specialist: Uplift Infinity

Mission Statement

Uplift's mission is to create and sustain public schools of excellence that empower each student to reach their highest potential in college and the global marketplace and that inspire in students a life‑long love of learning, achievement, and service in order to positively change their world.

The purpose of the Character Specialist is to provide support to campus personnel and scholars regarding scholars' emotional intelligence, character, and conduct at their assigned Uplift Education school. This role requires deep content expertise in promoting positive student conduct by implementing research‑based intervention strategies within the Network's Multi‑Tiered Systems of Support (MTSS) including Response to Intervention (RTI), Positive Behavioral Interventions and Supports (PBIS), and Restorative Practices.

The Character Specialist coordinates and provides direct Tier I – Tier III behavioral intervention, support, and de‑escalation and leads Level II & Level III conduct investigations for students with challenging or complex conduct in general education.

• Coordinates, develops, and maintains scholars conduct management programs and systems, anchored in Character Education, Restorative Practices, SEL, Classroom Management, and research‑based interventions; analyzes trends, collaborates with campus leadership on school culture, and provides staff training.
• Consults with the school leadership team on proactive and reactive scholar conduct strategies aligned to the Code of Character, Conduct, and Support; ensures consistent documentation of interventions.
• Analyzes school discipline data to drive effective intervention strategies and tiered supports for all scholars.
• Assists with the development and implementation of MTSS to ensure effective conduct interventions across tiers.
• Interprets and disseminates guidance from Central Management Office related to state/federal law and board policy as it pertains to behavior and conduct.
• Assists/leads in Level 2 and Level 3 investigations and provides leadership with recommendations for interventions and consequences.
• Serves as case manager for scholars with significant conduct challenges, coordinating supports with families, staff, and service providers.
• Participates in the Student Support Team (SST) through a Response to Intervention framework and monitors effectiveness of support plans.
• Consults with staff on designing and implementing scholar support plans and provides coaching for classroom implementation.
• Provides professional development and support to staff and community on student behavior, character development, and school culture.
• Serves as the campus champion for Character Development and Conduct, facilitating restorative practices, investigations, and coaching stakeholders.
• Facilitates positive re‑entry meetings with scholars, families, and staff.
• Assists scholars with reflection and restoration processes grounded in SEL and restorative practices.
• Attends ARD/IEP meetings when behavior supports or plans are needed.
• Ensures completion of PEIMS documentation to maintain state reporting compliance.
• Attends all required CMO professional development sessions and meetings.

• Performs other duties as assigned within contract hours.
• Collaborates with peers, teachers, non‑instructional staff, and campus leadership.
• Actively participates as a member of the school leadership/support team.
• Complies with all network and campus routines, board policies and federal and state laws.
• Demonstrates and models professional demeanor, resourcefulness, and effective communication strategies with diverse groups.
• Works independently without day‑to‑day supervision, maintaining regular and punctual attendance in the workplace.
• May be asked by CMO leadership to provide network assistance outside of assigned campus.

Bachelor's degree required, concentration in a related field of study;
Social Work, Counseling, Criminal Justice, or Psychology preferred.

Requires deep knowledge of mental health techniques, behavior interventions, skills development, and a belief in…