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We are looking to hire for the position of Elementary School Coordinator of Student Wellbeing and Support for the 2026–2027 school year, according to the following skills and qualifications.

Interested candidates please send your application by May 20; position may close before that date if a suitable candidate is found.

Position Details

- Position Name: Elementary School Coordinator of Student Wellbeing and Support
- Reports to: Elementary School Principal
- Time commitment: Full‑time
- Starting date: Jul 22, 2026

Role Overview

The ES Coordinator of Student Wellbeing and Support plays a key role in ensuring safe, inclusive, and learning‑ready environments across the Elementary School, where all students feel a strong sense of belonging. This role supports the strengthening of Tier 1 classroom practices, actively contributes to Tier 2 support systems, and collaborates in the implementation of Tier 3 social‑emotional and behavioral interventions as needed.

Working closely with teachers, counselors, and school leadership, the ES Coordinator facilitates restorative and accountability‑based responses to student behavior. The goal is to ensure consistent, developmentally appropriate practices that support all Nido learners in engaging positively and successfully in the learning environment.

School Mission

International School Nido de Aguilas empowers learners to CONNECT authentically, EXPLORE with curiosity, and ACT with purpose.

Core Values

- Kindness
- Respect
- Responsibility
- Integrity
- Belonging
- Positivity

Portrait of a Nido Learner

- Connectors
- Thinkers
- Inquirers
- Designers
- Changemakers

Qualifications and Experience

- Degree in Education, Psychology, Social Work, Behavioral sciences or related field.
- Five years experience working with children in school settings.
- Knowledge of Chilean regulations related to convivencia escolar, including the Reglamento Interno (RIE/RIEE), mandatory protocols, and the legal frameworks that guide their implementation.
- Knowledge and experience implementing Social‑emotional learning (SEL) programs.
- Understanding of child development and behavior science.
- Knowledge and experience with the principles and practices of MTSS (Multi‑Tiered Systems of Support), PBIS (Positive Behavioral Interventions and Supports) and/or restorative practices preferred.




- Knowledge of neurodivergent learning profiles and their impact on behavior, self‑regulation, and engagement in school settings.
- Fluent in English and Spanish.

Skills, Attitudes, and Dispositions

- Represent Nido with students, parents, colleagues, and the broader school community in a professional manner.
- Possess the ability to multitask on a wide range of initiatives and goals at the same time.
- Possess the ability to build trust and maintain healthy working relationships across groups.
- Seek and value critical feedback.
- Model life‑long learning, curiosity and continuous personal & professional growth.
- Demonstrate self‑directedness and self‑awareness.
- Operate as a reflective and highly‑collaborative team member.
- Communicate with excellent verbal and written skills.
- Demonstrate high flexibility and a growth mindset.

Main Duties and Responsibilities

Student Supervision and Support

- Being a visible, connected and consistent presence across all student environments, including hallways, classrooms, playgrounds, cafeteria, transitions, and other shared spaces throughout the day, including ASAs.
- Design and coordinate teacher supervision assignments (recess, lunch, arrival/dismissal, transitions) to ensure consistent coverage across all spaces.
- Monitor the effectiveness and consistency of supervision practices, providing support and adjustments as needed.
- Identify and proactively address emerging student needs or behavior patterns across settings.
- Contribute to the ASA program by supporting operational coordination (e.g., room assignments, teacher assignment).
- Supporting student behavior and responding to emerging needs during ASA programming.
- Liaise with the student support team, and the ASA coordinator to ensure student wellbeing during ASAs.

Strengthening Tier 1 Support

- Support teachers in establishing and implementing clear and consistent classroom expectations and routines.
- Use consistent language and responses to behavior, aligned with the ES behavior frameworks and processes.




- Support and monitor the consistent implementation of school handbook policies (e.g., healthy snack guidelines, uniforms, student attendance, and student punctuality).

Tier 2 Behavior Support

- Respond to repeated or escalated behaviors in collaboration with teachers and families.
- Support Tier 2 interventions, including mediation, reflection, and skill‑building, with a focus on helping students return to learning.
- Collect and analyze behavioral data (e.g., patterns across settings) to inform targeted supports and next steps, including the development of behavior support plans.
- Collaborate with teachers and case managers to create behavior support plans as needed.

Sanctions and Restorative Practices

- Collaborate with leadership and support teams to determine responses to behaviors described as major or intolerable.
- Facilitate implementation of detentions, in‑school suspensions (ISS) and community‑based or restorative actions.
- Ensure all responses are developmentally appropriate, focused on accountability, learning opportunities, repair, and personal growth.
- Communicate with parents before, during and after sanctioning & restorative processes.

Collaboration and Communication

- Work closely with teachers, counselors, Student Community Life committee, Assistant Principal and Principal.
- Contribute to team discussions regarding student support and behavior, through participation in Round Table meetings, and collaboration with Student Support Services.
- Communicate relevant information in a timely and professional manner.
- Communicate effectively with families in a clear, respectful, and assertive manner that fosters collaboration and partnership.

International School Nido de Aguilas is an equal opportunity employer. We thrive on being a diverse environment and seek the best talents who will contribute to generating an inclusive work environment. All qualified applicants will receive consideration for employment without regard to their gender, age, religion, race, ethnicity, marital status, cultural background, sexual orientation, languages, abilities, or any other personal characteristic.

International School Nido de Aguilas is committed to promoting a safe and secure environment by following, enforcing and constantly improving our child safeguarding policy.

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📌 ES Coordinator of Student Wellbeing and Support (Santiago)
🏢 The International School Nido De Aguilas
📍 Santiago