Social Emotional Intervention Specialist
Young World Physical Education, Coos Bay, OR, United States
Social Emotional Intervention Specialist
Job ID:
5662805
Application Deadline:
Apr 29, 2026 11:59 PM (Pacific Standard Time)
Posted:
Apr 22, 2026 7:00 AM (UTC)
Starting Date:
To Be Determined
Job Description Title:
Social Emotional Intervention Specialist
School Year:
2026-2027
Qualifications:
Holds a valid Oregon Teaching or Counseling license
Reports To:
Principal and/or Supervisor
Job Goal:
The Social Emotional Intervention Specialist serves as a resource for students in grades 3-6 who experience a significant impact to their educational achievement due to social, emotional and behavioral skill development, and who require support services in order to access and benefit from general education instruction.
The Social Emotional Intervention Specialist provides direct instruction within specific skill deficit areas that may negatively affect academic progress. Areas may include social skills, functional academic skills, social/emotional/behavioral skill development, problem solving, executive functioning, self-regulation, organization and self-management.
Additionally, the SEL Intervention Teacher may assist general education classroom teachers with appropriate behavior intervention strategies and implementation of behavior intervention plans. This teacher will serve as an integral part of the MTSS team in the building and district.
Performance Responsibilities
Creates an environment of safety, respect, and rapport.
Establishes a culture for learning.
Manages classroom procedures.
Manages student behavior.
Manages the classroom’s physical space.
Writes and utilizes short‑term and long‑term plans for instruction.
Plans activities of high quality in keeping with district adopted goals, standards, and curriculum.
Plans and develops goals and objectives to meet identified student outcomes.
Monitors student understanding and adjusts plans based on student learning needs and styles.
Demonstrates skill in selection of various teaching techniques and instructional materials conducive to student learning.
Establishes classroom procedures that promote student learning and self‑discipline and adds to the realization of the student’s personal potential as a worthy citizen.
Holds high expectations of student learning and aligns curriculum to state standards.
Promotes respect and empathy among students of different socioeconomic, cognitive, and cultural backgrounds.
Establishes student objectives that promote student growth.
Utilizes a variety of instructional techniques, strategies, and materials necessary to the lesson and/or activity, including district and state adopted curriculum.
Makes use of alternative assessments (when appropriate) as well as traditional assessments.
Has experience with Collaborative Problem Solving, Non‑violent Crisis Intervention, Behavior Intervention Plans and can contribute to the district comprehensive counseling planning team.
Assesses, records, and provides feedback to students on their progress and assignments in a timely manner.
Continues professional growth through the upgrading of skills and knowledge.
Communicates effectively, positively, and in a timely manner with school personnel, the public, and parents.
Collaborates effectively with students, parents, the public, teachers, administration, and other staff.
Acts in a discreet and professional manner when discussing students and/or school problems.
Writes and follows personal performance goals in accordance with Teacher Standards and Practices Commission’s Professional Development Plan (TSPC Division 90).
Maintains appropriate teacher‑student relationships as outlined in the “Ethical Educator” (TSPC Division 20).
Follows their duties and responsibilities as set forth by the district’s Job Description.
Maintains regular attendance in order to preserve continuity.
May be required to actively monitor or proctor online instruction.
Performs other duties as assigned by Principal and/or Supervisor.
Evaluation:
Performance of this job will be evaluated in accordance with provisions of the Board’s policy on Evaluation of Certified staff and in accordance with state evaluation requirements.
Physical Requirements Frequency Key:
None (N); Occasional - up to 25% of shift (O); Intermittently – up to 50% of shift (I); Frequently – up to 75% of shift (F).
Bend:
Intermittently
Lift/Carry 0-10 lbs.
Frequently
Twist:
Intermittently
Lift/Carry 11-25 lbs.
Intermittently
Squat:
Intermittently
Lift/Carry 26-40 lbs.
Occasionally
Kneel:
Intermittently
Lift/Carry 40-100 lbs.
Occasionally
Climb:
Intermittently
Stand:
Frequently
Reach Above Shoulders:
Intermittently
Walk:
Frequently
Grip/Grasp:
Frequently
Sit:
Frequently
Extend/Flex Neck:
Frequently
Drive:
None
Use Dominant Hand:
Frequently
Perform Repetitive Hand Motions:
Frequently
Use Non‑Dominant Hand:
Frequently
Keyboard/Mouse Work:
Frequently
Ability to See:
Frequently
Ability to Hear:
Frequently
Environment In this work environment, the teaching position occasionally performs work beyond a standard 40‑hour work week when workload requires. The work environments combine a standard classroom setting including standard classroom equipment (assistive technology, copier, phone, Chromebook or computer, audio/visual equipment etc.) in a standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to blood borne pathogens and/or physically and emotionally dysregulated students. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Note:
This is not necessarily an exhaustive or all‑inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable.
For more information please contact Michelle Barton in Human Resources.
Email:
michelleba@coos-bay.k12.or.us
Phone:
(541) 267-3104 x 1110
No employee or applicant for employment shall be subject to discrimination because of race, color, religion, national origin, sex, age, or disability. Coos Bay Public Schools complies with the Immigration Reform and Control Act of 1986 as amended, and the Americans with Disabilities Act of 1991. Coos Bay Public Schools is an Equal Opportunity Employer and provides a Drug Free and Alcohol Free Workplace. Drug Testing may be a requirement for employment. Speech/Hearing impaired persons may contact the District for assistance through the Oregon Telecommunication Relay Service at 1-800-735-2900.
Position Type Full Time
Salary $50,613 to $92,067 Per Year
Job Requirements
Citizenship, residency or work visa required
Contact Information
Michelle Barton , Director of Human Resources
Coos Bay Schools Administration Offices
Coos Bay, Oregon 97420
Phone: 541-267-3104 x1110
Email: michelleba@coos-bay.k12.or.us
#J-18808-Ljbffr
5662805
Application Deadline:
Apr 29, 2026 11:59 PM (Pacific Standard Time)
Posted:
Apr 22, 2026 7:00 AM (UTC)
Starting Date:
To Be Determined
Job Description Title:
Social Emotional Intervention Specialist
School Year:
2026-2027
Qualifications:
Holds a valid Oregon Teaching or Counseling license
Reports To:
Principal and/or Supervisor
Job Goal:
The Social Emotional Intervention Specialist serves as a resource for students in grades 3-6 who experience a significant impact to their educational achievement due to social, emotional and behavioral skill development, and who require support services in order to access and benefit from general education instruction.
The Social Emotional Intervention Specialist provides direct instruction within specific skill deficit areas that may negatively affect academic progress. Areas may include social skills, functional academic skills, social/emotional/behavioral skill development, problem solving, executive functioning, self-regulation, organization and self-management.
Additionally, the SEL Intervention Teacher may assist general education classroom teachers with appropriate behavior intervention strategies and implementation of behavior intervention plans. This teacher will serve as an integral part of the MTSS team in the building and district.
Performance Responsibilities
Creates an environment of safety, respect, and rapport.
Establishes a culture for learning.
Manages classroom procedures.
Manages student behavior.
Manages the classroom’s physical space.
Writes and utilizes short‑term and long‑term plans for instruction.
Plans activities of high quality in keeping with district adopted goals, standards, and curriculum.
Plans and develops goals and objectives to meet identified student outcomes.
Monitors student understanding and adjusts plans based on student learning needs and styles.
Demonstrates skill in selection of various teaching techniques and instructional materials conducive to student learning.
Establishes classroom procedures that promote student learning and self‑discipline and adds to the realization of the student’s personal potential as a worthy citizen.
Holds high expectations of student learning and aligns curriculum to state standards.
Promotes respect and empathy among students of different socioeconomic, cognitive, and cultural backgrounds.
Establishes student objectives that promote student growth.
Utilizes a variety of instructional techniques, strategies, and materials necessary to the lesson and/or activity, including district and state adopted curriculum.
Makes use of alternative assessments (when appropriate) as well as traditional assessments.
Has experience with Collaborative Problem Solving, Non‑violent Crisis Intervention, Behavior Intervention Plans and can contribute to the district comprehensive counseling planning team.
Assesses, records, and provides feedback to students on their progress and assignments in a timely manner.
Continues professional growth through the upgrading of skills and knowledge.
Communicates effectively, positively, and in a timely manner with school personnel, the public, and parents.
Collaborates effectively with students, parents, the public, teachers, administration, and other staff.
Acts in a discreet and professional manner when discussing students and/or school problems.
Writes and follows personal performance goals in accordance with Teacher Standards and Practices Commission’s Professional Development Plan (TSPC Division 90).
Maintains appropriate teacher‑student relationships as outlined in the “Ethical Educator” (TSPC Division 20).
Follows their duties and responsibilities as set forth by the district’s Job Description.
Maintains regular attendance in order to preserve continuity.
May be required to actively monitor or proctor online instruction.
Performs other duties as assigned by Principal and/or Supervisor.
Evaluation:
Performance of this job will be evaluated in accordance with provisions of the Board’s policy on Evaluation of Certified staff and in accordance with state evaluation requirements.
Physical Requirements Frequency Key:
None (N); Occasional - up to 25% of shift (O); Intermittently – up to 50% of shift (I); Frequently – up to 75% of shift (F).
Bend:
Intermittently
Lift/Carry 0-10 lbs.
Frequently
Twist:
Intermittently
Lift/Carry 11-25 lbs.
Intermittently
Squat:
Intermittently
Lift/Carry 26-40 lbs.
Occasionally
Kneel:
Intermittently
Lift/Carry 40-100 lbs.
Occasionally
Climb:
Intermittently
Stand:
Frequently
Reach Above Shoulders:
Intermittently
Walk:
Frequently
Grip/Grasp:
Frequently
Sit:
Frequently
Extend/Flex Neck:
Frequently
Drive:
None
Use Dominant Hand:
Frequently
Perform Repetitive Hand Motions:
Frequently
Use Non‑Dominant Hand:
Frequently
Keyboard/Mouse Work:
Frequently
Ability to See:
Frequently
Ability to Hear:
Frequently
Environment In this work environment, the teaching position occasionally performs work beyond a standard 40‑hour work week when workload requires. The work environments combine a standard classroom setting including standard classroom equipment (assistive technology, copier, phone, Chromebook or computer, audio/visual equipment etc.) in a standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to blood borne pathogens and/or physically and emotionally dysregulated students. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Note:
This is not necessarily an exhaustive or all‑inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable.
For more information please contact Michelle Barton in Human Resources.
Email:
michelleba@coos-bay.k12.or.us
Phone:
(541) 267-3104 x 1110
No employee or applicant for employment shall be subject to discrimination because of race, color, religion, national origin, sex, age, or disability. Coos Bay Public Schools complies with the Immigration Reform and Control Act of 1986 as amended, and the Americans with Disabilities Act of 1991. Coos Bay Public Schools is an Equal Opportunity Employer and provides a Drug Free and Alcohol Free Workplace. Drug Testing may be a requirement for employment. Speech/Hearing impaired persons may contact the District for assistance through the Oregon Telecommunication Relay Service at 1-800-735-2900.
Position Type Full Time
Salary $50,613 to $92,067 Per Year
Job Requirements
Citizenship, residency or work visa required
Contact Information
Michelle Barton , Director of Human Resources
Coos Bay Schools Administration Offices
Coos Bay, Oregon 97420
Phone: 541-267-3104 x1110
Email: michelleba@coos-bay.k12.or.us
#J-18808-Ljbffr