SEL and Student Behavior Support Specialist - Connors Elementary School

id='p3819_'>SEL and Student Behavior Support Specialist - Connors Elementary School JobID: 3819

Position Type:

Certified Professionals/Elementary School Teacher

Date Posted:

6/11/2026

Location:

Connors Elementary School

Additional Information: Show/Hide

Lewiston Public Schools

Job Description

Position Title: Elementary Student Support Specialist

Reports To: Building Administration

Approved By: Superintendent of Schools Date: 6/10/2026

Salary Range: $45,518.26 - $85,857.57 (SY26/27)

Position Summary:

The Student Support Specialist collaborates with staff, families, and school leadership to cultivate a predictable, consistent, and trauma-informed learning environment safe for all. Grounded in instruction, MTSS, TCIS, and Tier 1 SEL frameworks, this role uses behavioral data, student plans, attendance data, strategies and modeling to implement proactive, schoolwide strategies that maximize instructional time and engagement.

Key Responsibilities

• Tier 1 Behavior & Attendance: Develop, monitor, and support Tier 1 behavior plans, and proactive attendance interventions.
• SEL Framework Implementation Support: Models and supports the implementation of RULER, Responsive Classroom, TCIS and other Tier I SEL practices within classroom and school settings.
• Direct Student Care: Conduct student check-ins, guide problem-solving conversations, manage student dysregulation, and communicate with those necessary to maintain a safe environment.
• Trauma-Informed Environments: Model and reinforce schoolwide behavior expectations using TCIS-aligned, predictable, and trauma-informed practices.
• Classroom Co-Regulation: Partner with teachers to embed engagement, regulation, and belonging practices into daily routines and instruction.
• Behavior Support Implementation: Help staff understand and apply the LPS Student Code of Conduct, de-escalation strategies, and Tier 1 SEL practices.
• Cross-Functional Collaboration: Partner with grade-level teams, Special Education, and administration to address behavior trends and ensure consistent implementation of student plans.
• Family Partnerships: Support teachers in culturally responsive, strengths-based family communication regarding attendance, behavior, and academic readiness.
• Resource Sharing: Connect families with resources that promote student regulation, well-being, and consistent attendance at home.
• Outreach Support: Assist in organizing family outreach events to strengthen school-home connections.
• Trend Monitoring: Analyze schoolwide behavior, SEL, and attendance data to identify early warning signs and inform universal supports.
• Data Integrity: Work closely with the Continuous School Improvement coordinator to ensure consistent Office Discipline Referral (ODR) and behavior documentation practices.
• Other duties may be assigned as relevant and appropriate.

Qualifications

Required (one of the following Maine certifications):

• Valid Maine Department of Education certification as:

• Elementary Teacher or other appropriate certification.

• Other Maine certification appropriate to the role as approved by the district.

• Bachelor's degree in Education.

• A minimum of five years of experience working with elementary students in high-needs or diverse school and classroom settings.

• Knowledge of SEL (RULER) frameworks, MTSS/PBIS Tier 1 supports, and trauma-informed practices.

• Certification, or ability to become certified, in Therapeutic Crisis Intervention in Schools (TCIS)

• Demonstrated commitment to equity and culturally responsive practice.

• Strong collaboration, facilitation, and adult coaching skills.

• Demonstrated skills in building trusting relationships with students, staff and families

Working Conditions

• Frequent movement between classrooms and school sites.
• Regular collaboration with teachers and school teams.
• Occasional evening family events or facilitation professional learning sessions.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee is frequently required to move throughout the office environment with or without the use of stairs, ramps and elevators. The employee is occasionally required to reach overhead. Specific vision abilities required by this job include close vision, distance vision, and color vision.

The nature of this role requires the ability to move quickly throughout the building, participate in physical de-escalation maneuvers if necessary (per TCIS guidelines), and perform home visits within the Lewiston community. Move throughout the school the entire day to assist with students and teachers.

LANGUAGE SKILLS:

Ability to read and interpret detailed documents. Ability to write routine reports and correspondence. Ability to speak effectively within small groups and with individuals.

REASONING ABILITY:

Ability to analyze data from multiple sources. Ability to problem-solve in unique situations. Ability to interpret a variety of instructions furnished in written, verbal, diagram or schedule form.

OTHER SKILLS and ABILITIES:

Detail-oriented; able to self-direct and adhere to deadlines; ability to multi-task and prioritize; supportive in a team environment. Ability to maintain strong working relationships with City of Lewiston finance department staff.

Deviations from these tasks or changing of tasks are subject to Superintendent approval.

The noise level in the work environment is usually moderate, but can be loud.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Lewiston Public Schools does not discriminate in employment on the basis of race, color, religion, sex (including pregnancy and gender identity), national origin, political affiliation, sexual orientation, marital status, disability, genetic information, age, membership in an employee organization, retaliation, parental status, military service, or other non-merit factor.