Certified- Galaxy Program Self-Contained Special Education Teacher

Position Title:Galaxy Program: Self-Contained Special Education Teacher

Supervised by: Building Administrator and NLCS Special Education Administration

Emplyment Status: Full-Time; Salary

Benefit Level: Certified with Benefits

Job Description:

The Galaxy Program Self-Contained Teacher provides specialized academic social-emotional and behavioral instruction for elementary students who require intensive structured support to access learning successfully. This role is designed for a licensed special education teacher with strong skills in relationship-based practices emotional regulation support and collaborative problem-solving.

The Galaxy Program is part of NLCSs intentional continuum of services and is not a disciplinary placement. The teacher supports students in developing regulation coping and essential skills while maintaining high academic expectations and working toward inclusion and reintegration into less restrictive environments when appropriate.

Minimum Qualifications and Credentials:

• Valid Indiana teaching license
• Required: Special Education licensure (Mild/Moderate Intense Interventions or equivalent)
• Highly Qualified
• Experience working with students who demonstrate significant emotional dysregulation and require intensive behavioral supports
• Knowledge of behavior intervention frameworks and data-driven decision making
• Ability to collaborate effectively with multidisciplinary teams

Preferred Qualifications:

• Experience in self-contained or highly structured classroom settings
• Training in TBRI trauma-informed practices or similar frameworks
• Experience supporting reintegration into general education settings

Essential Functions- Instruction & Student Support

• Provide direct instruction using NLCS-adopted core curriculum (e.g. CKLA HMH Into Math Orton Gillingham TBRI) and approved intervention materials (e.g. OG UFLI FCRR)
• Deliver explicit instruction in emotional regulation coping strategies and social-emotional skill development
• Maintain high academic expectations; academics are not secondary to behavior support
• Design and maintain a structured predictable classroom environment that promotes safety and regulation
• Implement and monitor Individualized Education Programs (IEPs) with fidelity
• Collect analyze and use academic and behavioral data to inform instruction and decision-making
• Support students in gradually increasing independence and participation in less restrictive settings when appropriate

Essential Functions- Behavioral Support

• Implement behavior intervention plans using relationship-based proactive strategies
• Support students in developing self-awareness regulation skills and replacement behaviors
• Maintain a calm patient and consistent presence during periods of dysregulation
• Utilize de-escalation and nonviolent crisis intervention strategies as trained
• Collaborate closely with behavior assistants to ensure consistency and fidelity of supports

Essential Functions- Collaborative & Teaming

Work collaboratively with:

• General education teachers
• Special education staff
• School counselors psychologists and related service providers
• Building administrators and district special education leadership
• Participate in Case Conference Committees (CCC) including placement transition and reintegration planning
• Communicate regularly with families as partners in student growth and progress
• Contribute to program problem-solving and continuous improvement

Essential Functions- Professional Responsibilities

• Maintain accurate documentation and progress monitoring records
• Participate in required professional learning and training
• Uphold confidentiality and professional ethics
• Maintain punctuality attendance and professional conduct
• Demonstrate flexibility reflective practice and a growth mindset

Ideal Candidate Profile

The ideal Galaxy Program teacher is:

• Patient calm and highly structured
• Deeply relational and committed to seeing strengths in every student
• Skilled in balancing compassion with clear expectations and safety
• Collaborative and team-oriented
• Passionate about inclusion reintegration and long-term student success

Required Experience:

IC