Special Education Behavior Support Teacher (TOSA) -Special Education Department - School Year 2026-2027

Spring Branch Independent School District
Job Description
Special Education Behavior Support Teacher (TOSA)

Education/Certification:  

• Bachelor's degree or higher.
• Valid Special Education Texas Teacher Certificate or Teaching Certificate from out of state appropriate for position.
• Certification must meet requirements for becoming and remain qualified for this position in a manner required by Federal and/or State law.

Special Knowledge/Skills: 

• Extensive knowledge of effective behavioral practices for students with severe behavioral problems.
• Ability to study functions and motivation behind student behavior to help students, teachers, teacher teams, and principals build alternative, adaptive behaviors that meet student needs in a productive manner.
• Ability to coach others in the areas of instruction and classroom management, both elementary and secondary preferred.
• Expertise in data collection systems to develop instructional and behavioral strengths, needs, and goals for specially designed instruction as well as progress monitoring.
• Ability to synthesize multiple data points and create classroom management plans, student support plans, and instructional next steps.
• Ability to create effective coaching plans that address instructional growth and aid in the development of classroom culture and student relationships.
• Ability to influence and motivate teachers, students, and other campus staff members to motivate change around positive behavior supports.
• Ability to develop and deliver high quality professional development consistently.
• Ability to work on a highly interdependent team.
• Knowledge of, or training in, PBIS and other research-based classroom/discipline management techniques, including specific interventions related to disability conditions.
• Excellent organizational, communication, and interpersonal skills.

Experience:

• Minimum of two (2) years teaching experience, or experience as a Behavior Specialist or Board Certified Behavior Analyst.
• Elementary and Secondary experience preferred
• Instructional coaching experience preferred.
• Bilingual preferred.

Program Support: 

• Create teacher-facing programming around the development, both instructional and cultural, for novice teachers.
• Assist campuses in developing behavior plans for students.
• Provide direct student-facing support when appropriate in a student's behavior plan as part of TIER III interventions.
• Provide follow-up classroom coaching using a variety of coaching methods that result in teacher and student level change.
• Assist campuses with creating action plans which strengthen student supports using multiple data sources (campus data, academic data, instructional data, etc.) within an MTSS framework.
• Create and provide trainings on a variety of topics supportive of positive behavior supports and behavioral intervention

Communication: 

• Establish and maintain open communication by conducting conferences with parents, students, principals and teachers.
• Maintain a professional relationship with colleagues and campus staff members that support the vision and mission of Special Education and SBISD.

Professional Growth and Development: 

• Obtain Training required to become a trainer in de-escalation and restraint techniques as required by the district.
• Pursue in-service or professional growth opportunities offering potential for expanding knowledge in the area of behavior interventions and effective coaching.
• Participate in staff development activities to improve job-related skills; keep informed of and comply with state, district and school regulations and policies for classroom and/or discipline management.
• Attend and participate in meetings relevant for this position.

Other:

• Perform other duties as assigned 

Mental Demands: 

• Maintain emotional control under stress.
• This position requires participation in the most stressful of student behavioral dysregulation, including physical aggression, disrobing, urination, etc.
• Work with frequent interruptions.
• This position requires regular in-person interaction with the public.

Physical Demands: 

• Repetitive hand motions.
• Prolonged use of the computer.
• Frequent and/or prolonged standing, stooping, bending, pulling and pushing
• Move small stacks of textbooks, media equipment, desk and other classroom equipment.
• Physical capacity to lift, transfer and otherwise assist students with physical disabilities (e.g. ability to lift 50 lbs).
• Requires MANDT physical interaction techniques, which may include the use of restraint or blocking pads to ensure student and staff safety.