Instructional Coach - Student Support Systems

Instructional Coach - Student Support Systems, 26/27

Estacada SD 108 District-wide – Estacada, Oregon.

Job : 5745441
Final date to receive applications: Posted until filled
Re-Posted: May 29, 2026 7:00 AM (UTC)
Starting Date: To Be Determined

The Estacada School District has emerged as a national leader in improvement science methodology. Every day, our team looks forward to working with our students, families, and community members. We are fully committed to continuous improvement for every member of our team. Consider joining a team in a student-centered district that provides you with the tools you need to be successful.

Our district believes in supporting and investing in our employees' continuous growth and development. The Estacada School District has been recognized as an Oregon Top Workplace for six years in a row, and we invite you to apply to join our talented educators and leaders.

In Estacada, We Are ALL IN:

• On The DuFour Model Professional Learning Communities
• On Continuous Improvement
• On Proficiency Based Grading
• On Inclusive Practices
• On meeting the needs of our students and community

Position Summary

Under the direction of the Director of Teaching and Learning, the Student Support Coach will assist in establishing and implementing evidence-based strategies and systems to help schools achieve important student outcomes aligned with the district’s vision for MTSS. They will assist in developing a district-wide MTSS approach and collaborate with school staff who provide direct intervention and progress monitoring for students who need support in academic, attendance, social/emotional, and behavioral areas.

Activities may include coordinating classroom intervention programs, leading building-level Intervention Teams, providing behavior support through consultation, and creating functional behavior assessments and/or behavior support plans.

Minimum Qualifications

• Bachelor’s degree in Education, Special Education, School Counseling, or a related field required;
  Master’s degree in Special Education, Educational Leadership, or a related field preferred.
• Valid Oregon Teaching License; ability to maintain licensure with TSPC
• Minimum of three (3) years of leadership experience in education, including leadership responsibilities, designing interventions, progress monitoring, and response to interventions.
• Experience providing professional development and staff coaching
• Demonstrated success supporting children with behavioral, emotional, or social needs.
• Training in de-escalation strategies, trauma-informed strategies, restorative practices, Responsive Classroom, or similar models.

Required Knowledge, Skills, and Abilities

• Knowledge of MTSS frameworks and evidence-based strategies and systems that include academic, attendance, social/emotional, and behavior interventions.
• Ability to analyze student data and apply problem-solving strategies; ability to collect and analyze data to drive decision-making and improvement.
• Ability to manage multiple priorities and meet deadlines.
• Ability to work collaboratively with diverse groups of stakeholders.
• Ability to maintain confidentiality and exercise professional judgment.
• Exceptional interpersonal skills and strong verbal and written communication skills.
• Commitment to inclusive practices.
• Knowledge of child development, trauma-informed practices, and social-emotional learning.

Primary Responsibilities

• Coordinate and facilitate the implementation of Intervention Teams at each building, ensuring effective data collection, data analysis, program evaluation, and efficacy.
• Assist with the development of Tier 1, 2, and 3 intervention protocols, problem-solving processes, data-based decision-making, progress monitoring, as well as communication and collaboration processes among Intervention Teams.
• Use data from district-wide universal screening for academics, attendance, social/emotional, and behavior to identify students for Tier 2 and Tier 3 support.
• Model and assist schools in developing, documenting, and maintaining ongoing intervention plans.
• Facilitate small groups focused on social skills, friendship, organization, or self-management.
• Facilitate…