To provide specialized academic instruction and behavior support services to students with disabilities in the Resource setting and general education classrooms. The Resource Behavior Teacher designs, implements, and monitors targeted Individualized Education Programs (IEPs), Behavior Intervention Plans (BIPs), and positive behavior supports to help students achieve academic growth, emotional regulation, and social-emotional success.

Qualifications

Education & Certification

Bachelor’s degree from an accredited college or university.
Valid Texas Teaching Certificate in Special Education (EC–12).
Valid Texas Generalist or Core Subjects certification preferred (appropriate grade span).
Crisis Prevention Institute (CPI) Certification (or willingness to obtain within 30 days of employment).

Special Knowledge & Skills

Knowledge of Texas Essential Knowledge and Skills (TEKS) and curriculum adaptations/modifications.
Knowledge of special education federal regulations (IDEA), state laws (TAC), and local district policies.
Expertise in Functional Behavior Assessments (FBAs) and the creation/implementation of Behavior Intervention Plans (BIPs).
Strong skill set in de-escalation strategies, positive behavior intervention supports (PBIS), and trauma-informed care.
Ability to collect, analyze, and present behavioral and academic data for ARD/IEP committee meetings.
Strong interpersonal, communication, and team-collaboration skills.

Experience

Minimum of 2 years of successful classroom teaching experience in Special Education or high-behavior environments preferred.

Major Responsibilities & Duties

1. Instructional & Behavior Management Strategies

Provide individualized academic instruction in small group or pull-out resource settings using evidence-based strategies.
Implement and embed targeted Behavior Intervention Plans (BIPs) into everyday classroom routines.
Teach social-emotional learning (SEL), self-regulation strategies, coping mechanisms, and conflict-resolution skills to students.
Maintain a structured, safe, and positive classroom environment conducive to learning and emotional stability.
Use de-escalation techniques and trauma-informed management practices to diffuse crises and reduce disruptive behaviors.

2. IEP & Compliance Responsibilities

Serve as Case Manager for assigned students receiving special education services.
Write clear, measurable, and compliant IEP academic and behavioral goals.
Prepare for, schedule, and participate in Admission, Review, and Dismissal (ARD) committee meetings.
Systematically collect, track, and document progress data for IEP goals and BIP targets.
Ensure strict adherence to federal, state, and district special education guidelines.

3. Collaboration & Consultation

Collaborate with general education teachers to modify curriculum, accommodate learning environments, and manage classroom behavior.
Push into general education classes to provide co-teaching, behavioral support, or inclusion support when outlined in IEPs.
Partner with campus administrators, LSSPs (Licensed Specialists in School Psychology), school counselors, and speech therapists to implement comprehensive behavior plans.
Maintain regular, open communication with parents and guardians regarding behavioral and academic progress.

4. Classroom Safety & Supervision

Conduct physical intervention/restraint safely and only as a last resort in accordance with CPI guidelines and Texas state laws.
Supervise assigned educational aides/paraprofessionals to ensure proper execution of IEP accommodations and behavior plans.
Assist with student supervision during non-instructional times (e.g., arrival, dismissal, lunch, recess) as assigned.

5. Professional Growth & District Expectations

Participate in professional development opportunities related to special education, behavior management, and crisis intervention.
Maintain absolute confidentiality regarding student records and personal information.
Perform other duties as assigned by the Campus Principal or Special Education Director.

Working Conditions

Mental Demands: Maintain emotional control under stress; handle intense or crisis situations involving dysregulated student behaviors with patience and professionalism.
Physical Demands: Frequent standing, walking, bending, stooping, and kneeling. Potential need to lift or restrain students following certified crisis management protocols.
Environmental Demands: Exposure to classroom noise, unpredictable behavioral outbursts, and potential physical aggression.

Teacher - Resource (Behavior)