BEHAVIOR TEACHER

Purpose Statement

The job of Behavior Teacher was established for the purpose of providing specialized instruction and behavioral support to students with significant social, emotional, and behavioral needs. The Behavior Teacher is responsible for designing, implementing, and monitoring behavior intervention plans; delivering specially designed instruction; and collaborating with staff and families to support positive student outcomes across educational settings.

This job reports to the Principal and Special Services Director.

Essential Functions

Provides specially designed instruction aligned with IEP goals for students with behavioral, emotional, and social needs for the purpose of improving access to learning and increasing student success.
Develops, implements, and monitors Behavior Intervention Plans (BIPs) and supports Functional Behavior Assessments (FBAs) for the purpose of addressing challenging behaviors and teaching replacement skills.
Uses data-driven decision-making to monitor student progress, adjust interventions, and evaluate the effectiveness of behavior supports.
Collaborates with general education teachers, special education staff, administrators, counselors, and related service providers for the purpose of ensuring consistency and fidelity of behavioral supports across settings.
Provides direct instruction in social skills, emotional regulation, coping strategies, and executive functioning skills for the purpose of increasing student independence and engagement.
Supports students in a variety of settings (e.g., classroom, resource room, hallway, playground, cafeteria) to generalize behavioral skills and maintain a safe and supportive learning environment.
Trains and supports paraprofessionals and staff in behavior strategies, data collection, and implementation of behavior plans.
Maintains accurate documentation, behavior data, progress monitoring records, and IEP paperwork in compliance with state and federal regulations.
Communicates regularly with families regarding student progress, behavior supports, and strategies for consistency between school and home.
Attends and actively participates in IEP meetings, staff meetings, professional development, and required trainings.
Responds to crisis or emergency situations involving student behavior for the purpose of maintaining safety and coordinating appropriate supports.

Other Functions

Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the Special Education Department.

Job Requirements:

Skills, Knowledge, and Abilities

SKILLS are required to perform multiple tasks with frequent interruptions and a need to adapt strategies to meet diverse student needs. Specific skill-based competencies include:

Implementing evidence-based behavioral interventions
Collecting, analyzing, and interpreting behavior data
Classroom and behavior management
Operating standard office and instructional technology
Maintaining accurate and confidential records

KNOWLEDGE is required of:

Special education laws and procedures (IDEA, IEPs, FBAs, BIPs)
Child development, trauma-informed practices, and behavior theory
Positive Behavior Interventions and Supports (PBIS)
De-escalation and crisis prevention strategies
Academic and behavioral instructional strategies for students with disabilities

ABILITY is required to:

Work collaboratively with diverse teams
Communicate effectively with students, staff, families, and administrators
Maintain confidentiality
Set priorities and manage time effectively
Make sound decisions in high-stress situations
Adapt instruction and behavior supports based on student data

Responsibility

Responsibilities include working under general supervision while exercising professional judgment, leading and supporting paraprofessionals and staff, and ensuring compliance with district, state, and federal regulations. The position has a direct impact on student safety, learning, and behavioral outcomes.

Working Environment

The job requires occasional lifting, carrying, pushing, and/or pulling; stooping, kneeling, crouching, and/or running; and significant standing and walking. The position involves exposure to behavioral crises and situations requiring de-escalation. The typical work distribution includes approximately 20% sitting, 40% walking, and 40% standing.

Experience: Job-related experience working with students with behavioral or emotional needs is preferred.

Education: Bachelor’s degree or higher in Special Education is required.

Equivalency: None Specified

Required Testing: Potential Praxis Exam
Certificates & Licenses: PTSB Teaching Certificate. CPR/First Aid Certificate

Continuing Education Training: As required to maintain State Certification
Clearances: Criminal Justice Fingerprint Background Clearance

FLSA Status: Non Exempt