Behavior Teacher

Job Title:             Behavior Teacher                                                          Exemption Status/Test: Exempt/Professional

Reports to:         Director of Special Education                                     Date Revised:  October 5, 2022

Dept./School:    Special Education                                                                 

Primary Purpose:

Provide self-contained, team, and/or in-class behavior support and interventions to meet the needs of students experiencing significant disturbances in behavior. Plan and implement social-emotional learning curricula, lessons, and other instructional materials required to support designated students' growth and development. Progress monitor and coach for skill generalization with students and their instructional teams. 

Qualifications:

Education/Certification:

Bachelor's degree from accredited university

Valid Texas teaching certificate with required special education endorsements for assignments

Two years teaching experience preferred

Special Knowledge/Skills:

Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual

Education Plan (IEP) development and implementation

Basic understanding of Positive Behavioral Interventions and Supports (PBIS)

Familiarity with cycles of escalating and de-escalating behavior

Knowledge of data collection, analysis, and/or functional behavior assessment 

Experience:

Experience with students who have emotional disturbances, autism, and/or other disruptive behavior disorders    

Two years experience working in special education or with special populations is preferred

Major Responsibilities and Duties:

Instructional Strategies

1. Work with the ARD committee and other support staff in developing the IEP and specific behavior intervention programs for students in need.
2. Implement and monitor with fidelity the adopted IEP or intervention programs and curricula.
3. Develop social-emotional learning (SEL) lessons, activities, and experiences for assigned students and show written evidence of preparation as required.
4. Develop and implement data collection systems to monitor student behavior, IEP progress, and Behavioral Intervention Plans (BIP).
5. Provide in-class modeling of PBIS and staff support for BIPs to prevent students with disabilities from entering a more restrictive environment.
6. Facilitate student transition from more restrictive to less restrictive environments.
7. Be a positive role model for students and staff to promote healthy and respectful behavior and social interactions in education. 

Classroom Management and Organization

1. Create classroom environments conducive to learning and appropriate for the global development of students using the principles of PBIS and evidence-based educational techniques.
2. Manage student behavior and implement behavior intervention plans. This includes intervening in crisis situations and physically restraining students as needed to maintain safe and healthy learning environments.
3. Consult with classroom teachers regarding management of student behavior according to the IEP.
4. Consult district and outside resource personnel regarding education, social, emotional, and personal needs of students.

5. Assist in selection of books, equipment, and other social-emotional learning instructional materials.

   Communication

6. Use effective communication skills to present information accurately and clearly.
7. Work cooperatively with classroom teachers to modify regular curricula and assignments as needed.
8. Collaborate with campus and other support staff to develop interventions and supports for students and their instructional teams.
9. Establish and maintain open communication by conducting conferences with parents, students, principals, teachers, and related service providers.
10. Maintain a professional relationship with colleagues, students, parents, and community members.

11. Compile, maintain, and file all physical and computerized reports, records, and other documents required.

    Other

12. Participate in staff development activities and other assigned duties to improve job-related skills.
13. Regularly consult with district-wide behavior support staff and service providers about evidence-based and best practices.
14. Keep informed of and comply with federal, state, district, and school regulations and policies.
15. Model, uphold, and maintain ethical and legal requirements pertaining to confidentiality, individual rights, and the dignity and autonomy of students with disabilities and their families.

Supervisory Responsibilities:

Supervise assigned teacher aide(s).

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain professionalism and emotional control under stress. Frequent standing, stooping, bending, pulling, pushing and walking. Move and lift textbooks, media equipment, desks, adaptive and other classroom equipment. May require regular heavy lifting and positioning of students with physical disabilities or to control behavior through physical restraint. May work prolonged or irregular hours; must have the ability to travel throughout the district when needed.

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.