Student Support Specialist

Starting Date: Aug 24, 2026

Position Type: Full-time

Salary: $60,627 to $125,792 Per Year

The Student Support Specialist is a member of the Revere High School Student Support Team who provides support and progress monitoring for a caseload of at risk students. The Student Support Team will be trained in and will implement intervention models, such as the Collaborative Problem Solving Model, Structured Restorative Interventions, SEL Lessons and models of academic intervention coordination and delivery.

They are both a coach to their peers and an interventionist to the students on their caseload. Student Support Specialists will document interactions with students, staff, and guardians. Additionally, the team of Student Support Specialists (5 in total, one for each Student Support Team) will collaborate with their Student Engagement Coordinators to provide programmatic support to the BRYT Transition Program, the RHS Welcome Academy and the In-School Intervention Restorative Justice Program.

In all of this work, the Student Support Specialist serves as a point person to help the students on their caseload make progress towards graduation and towards the realization of their goals after high school.

• Collaborate with the Assistant Principals to implement the school’s Restorative Framework for Accountability and Support (Code of Conduct)
• Provide student coaching, goal setting, social skill instruction, restorative conferencing, and problem solving
• Support students to attend other assigned interventions, services, tutoring, or special programs
• Monitor and document student’s progress and provide concrete feedback to student and family
• Observe students in an academic setting to better understand the student’s instructional and SEL needs
• Serve as a conduit with student’s teachers and parents, providing insights, observations, and strategies that may help other adults support student’s success
• Facilitate collaborative problem solving conferences involving students, staff, and parents
• Participate in weekly meetings with SLC team and other school-wide meetings as needed
• Coordinate Welcome Academy Programming for students on their SST transferring to Revere High School
• Coordinate Academic Support for students on their SST engaging in BRYT Transition Program
• Collaborate with interventionists to deliver academic interventions for students in areas that align with their specific license, relying on structures for academic supports
• Teach SEL intervention classes and/or advisory classes
• Engage with colleagues (particularly teachers) to have restorative problem solving conversations focused on re‑engaging students in class after episodes of challenging behavior
• Plan field trips, guest speakers, and positive youth development activities that support the students on caseload
• Develop relationships with community agencies and partners to support students and their families
• Engage families with weekly communication through email, phone, and/or home visits
• Collect and analyze student data to inform practice and programming for at‑risk students
• Plan and provide specialized support for students with particular needs such as English Language Learners, students with disabilities, and/or students on 504 plans
• Collaborate with the Family Liaisons in the development of the RHS Caregiver Academy
• Assist with building supervision when necessary, including lunch supervision
• Complete other duties as assigned by assistant principal and/or principal

• Valid Massachusetts Department of Elementary and Secondary Education licensure
• Three (3) years of teaching experience
• Three (3) years working with at‑risk students in diverse and/or behavioral settings
• Spanish/Portuguese/Arabic proficiency with the ability to facilitate communication between teachers, students and parents by phone, in person, and in writing.
• Ability to collect and enter student attendance data and related information, including contributions to the Students Success Plans of attendance related issues.
• Willingness to engage in challenging conversations with colleagues, families, and students as needed in the process of reengaging students…