Student Engagement Specialist

Student Engagement Specialist

Essex Westford School District (EWSD) has opportunities for a full-time Student Engagement Specialist to join our team at Essex High School beginning in the  school year. This position is open until filled, candidates who apply before July 10, 2026 will receive initial consideration.

The Student Engagement Specialist supports Essex High School's commitment to students being Engaged, Honest, and Safe by partnering with administrators, counselors, teachers, families, and other school professionals to promote student engagement and respond to academic, behavioral, social, and emotional needs. Serving as a first responder to student behavioral concerns, the Specialist uses restorative practices, de-escalation, behavior coaching, and collaborative problem-solving to help students make positive choices, remain engaged in learning, and maintain a safe, respectful, and inclusive school environment.

This position provides direct student support and supervision for students who require a temporary alternative to the classroom. The Specialist collaborates with staff and families, implements behavior interventions, maintains documentation, and supports school wide efforts to promote accountability, positive behavior, and student success.

EWSD offers excellent benefits including generous paid time off, medical and dental insurance, life insurance, tuition reimbursement, and a retirement plan with up to 6% employer contribution.

Responsibilities include, but are not limited to:

• Support the Coordinator of Restorative Practices in responding to student behavior concerns, discipline referrals, restorative interventions, and school wide behavior support initiatives.
• Provide direct supervision, coaching, and behavioral support to students throughout the school day—including classrooms, common areas, buses, and school activities—to promote positive behavior, student engagement, and successful reintegration into learning.
• Facilitate restorative conversations, mediation, conflict resolution, and behavior interventions that promote accountability, repair harm, and strengthen relationships.
• Serve as a resource to staff by collaborating on behavior intervention strategies, participating in Student Support, EST, 504, IEP, crisis, safety, and other multidisciplinary teams, and assisting with the development, implementation, and monitoring of student behavior plans.
• Collect, maintain, and analyze student behavior data and documentation to evaluate interventions, monitor student progress, and support data-informed decision making.
• Intervene during behavioral crises using approved de-escalation, Safety-Care, and non-aversive restraint techniques in accordance with district protocols to maintain a safe learning environment.
• Assist school administrators with investigations related to student conduct, including bullying, hazing, harassment, retaliation (HH ), and other behavioral concerns, in accordance with district policies and procedures.
• Build positive relationships with students, families, and staff through regular communication, collaboration, and proactive problem-solving.
• Participate in ongoing professional learning related to restorative practices, social-emotional learning, positive behavior supports, crisis prevention, and required district trainings.
• Model and promote the school's core values of being Engaged, Honest, Respectful, and Safe.

Candidates with the following qualifications are encouraged to apply:

• Experience working with adolescents in educational, behavioral, restorative, counseling, mentoring, youth development, or student support settings.
• Experience building positive relationships with students, families, and staff from diverse backgrounds.
• Strong background in education and supporting at-risk or high-needs student populations.
• Bachelor's degree in education, counseling, social work, psychology, behavioral science, youth development, restorative practices, or a related field (or an equivalent combination of education and experience) is preferred.
• Knowledge of restorative practices, social-emotional learning, behavior intervention, conflict resolution, trauma-informed practices, and…