PRIMARY PURPOSE:
Support the implementation and effectiveness of campus-based self-contained behavior programs (AB ABLE SSCIP) by providing instructional coaching behavior support and targeted student interventions. Serve as a campus-based resource to ensure students have access to appropriate high-quality instruction and behavioral supports aligned to their Individualized Education Programs (IEPs).
QUALIFICATIONS:
Education/Certification:
- Bachelors degree in Special Education or related field
- Valid Texas teaching certificate in Special Education
- Demonstrated experience working with students with significant behavioral needs
- Training in behavior management and intervention strategies
- Strong knowledge of IEP development implementation and progress monitoring
- Ability to coach model and support adult learners
- Strong communication organization and problem-solving skills
TERMS OF EMPLOYMENT:
Probationary/Term Contract: 187 days
SALARY:
$64207 (IA-3)
ESSENTIAL FUNCTION
Instructional Support & Program Implementation - Support the implementation of high-quality specially designed instruction aligned to students IEPs
- Assist teachers in ensuring students have access to grade-level curriculum in the least restrictive environment appropriate to their needs
- Support the development of classroom schedules and instructional structures that maximize student engagement and access
- Model instructional strategies and support effective classroom practices
Behavior Support & Intervention - Support the implementation of behavior intervention plans (BIPs) and individualized supports
- Provide targeted intervention and support for students with intensive behavioral needs
- Assist in analyzing behavioral data and adjusting supports accordingly
- Model proactive behavior strategies and de-escalation techniques
Coaching & Professional Support - Provide job-embedded coaching and support to program teachers and paraprofessionals
- Model effective instructional and behavior practices
- Provide feedback to support continuous improvement of classroom practices
- Assist in onboarding and supporting new staff assigned to behavior programs
Training & Capacity Building - Participate in district-level training related to behavior programs and intervention practices
- Redeliver and support implementation of district training at the campus level
- Provide ongoing training and support to campus staff aligned to program expectations
Collaboration & Program Coordination - Collaborate with campus administrators special education staff and related service providers
- Support problem-solving and planning for students with intensive needs
- Assist with ensuring alignment between program implementation and district expectations
Student & Classroom Support - Provide classroom support as needed including covering classes during teacher absences or meetings
- Assist in maintaining a structured safe and supportive learning environment
- Support staff in responding to student needs across instructional and non-instructional settings
Crisis Intervention - Implement proactive behavior supports including de-escalation techniques
- Respond to behavioral crises using district-approved intervention techniques
- Participate in required crisis intervention training
- Use physical intervention (restraint) only in emergency situations and document in accordance with district procedures
|
SUPERVISORY RESPONSIBILITIES
- Provide day-to-day supervision and support to paraprofessionals assigned to behavior programs.
MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:
- Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; Physical Education Teachers: Must be willing to obtain and maintain a current automated external defibrillator (AED) CPIand CPR certificate
- Posture: Prolonged standing; frequent kneeling/squatting bending/stooping pushing/pulling and twisting
- Motion: Frequent walking; frequent redirection of students
- Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment
- Environment: Work inside may work outside; regular exposure to noise
- Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours; de-escalate those in crisis during tense situations
APPLICATION INFORMATION:
Applications will be reviewed.
Not all applicants will be interviewed.
Hiring managers may choose to email you regarding this application. Please monitor your email regularly for any communication.
Required Experience:
IC
PRIMARY PURPOSE:Support the implementation and effectiveness of campus-based self-contained behavior programs (AB ABLE SSCIP) by providing instructional coaching behavior support and targeted student interventions. Serve as a campus-based resource to ensure students have access to appropriate high-q...
PRIMARY PURPOSE:
Support the implementation and effectiveness of campus-based self-contained behavior programs (AB ABLE SSCIP) by providing instructional coaching behavior support and targeted student interventions. Serve as a campus-based resource to ensure students have access to appropriate high-quality instruction and behavioral supports aligned to their Individualized Education Programs (IEPs).
QUALIFICATIONS:
Education/Certification:
- Bachelors degree in Special Education or related field
- Valid Texas teaching certificate in Special Education
- Demonstrated experience working with students with significant behavioral needs
- Training in behavior management and intervention strategies
- Strong knowledge of IEP development implementation and progress monitoring
- Ability to coach model and support adult learners
- Strong communication organization and problem-solving skills
TERMS OF EMPLOYMENT:
Probationary/Term Contract: 187 days
SALARY:
$64207 (IA-3)
ESSENTIAL FUNCTION
Instructional Support & Program Implementation - Support the implementation of high-quality specially designed instruction aligned to students IEPs
- Assist teachers in ensuring students have access to grade-level curriculum in the least restrictive environment appropriate to their needs
- Support the development of classroom schedules and instructional structures that maximize student engagement and access
- Model instructional strategies and support effective classroom practices
Behavior Support & Intervention - Support the implementation of behavior intervention plans (BIPs) and individualized supports
- Provide targeted intervention and support for students with intensive behavioral needs
- Assist in analyzing behavioral data and adjusting supports accordingly
- Model proactive behavior strategies and de-escalation techniques
Coaching & Professional Support - Provide job-embedded coaching and support to program teachers and paraprofessionals
- Model effective instructional and behavior practices
- Provide feedback to support continuous improvement of classroom practices
- Assist in onboarding and supporting new staff assigned to behavior programs
Training & Capacity Building - Participate in district-level training related to behavior programs and intervention practices
- Redeliver and support implementation of district training at the campus level
- Provide ongoing training and support to campus staff aligned to program expectations
Collaboration & Program Coordination - Collaborate with campus administrators special education staff and related service providers
- Support problem-solving and planning for students with intensive needs
- Assist with ensuring alignment between program implementation and district expectations
Student & Classroom Support - Provide classroom support as needed including covering classes during teacher absences or meetings
- Assist in maintaining a structured safe and supportive learning environment
- Support staff in responding to student needs across instructional and non-instructional settings
Crisis Intervention - Implement proactive behavior supports including de-escalation techniques
- Respond to behavioral crises using district-approved intervention techniques
- Participate in required crisis intervention training
- Use physical intervention (restraint) only in emergency situations and document in accordance with district procedures
|
SUPERVISORY RESPONSIBILITIES
- Provide day-to-day supervision and support to paraprofessionals assigned to behavior programs.
MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:
- Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; Physical Education Teachers: Must be willing to obtain and maintain a current automated external defibrillator (AED) CPIand CPR certificate
- Posture: Prolonged standing; frequent kneeling/squatting bending/stooping pushing/pulling and twisting
- Motion: Frequent walking; frequent redirection of students
- Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment
- Environment: Work inside may work outside; regular exposure to noise
- Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours; de-escalate those in crisis during tense situations
APPLICATION INFORMATION:
Applications will be reviewed.
Not all applicants will be interviewed.
Hiring managers may choose to email you regarding this application. Please monitor your email regularly for any communication.
Required Experience:
IC
View more
View less
Job Location:
Monthly Salary:
Not Disclosed
Posted on:
Yesterday
Vacancies:
1 Vacancy
