Head of Student Support

Head of Student Support

Title: Head of Student Support

Department: Administration

Reports to: Head of Elementary

Supervises: School Counselor, Learning Support Specialist (and additional faculty if needed)

Status: Full-time, Exempt (salary)

Duration: 11-month full-time, renewed annually

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.

• 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 psycho educational 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

• 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

• 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…