PRIMARY PURPOSE:

Provide specially designed instruction to students with significant cognitive and behavioral needs in a highly structured learning environment. Adapt the content methodology and delivery of instruction to address students unique disability-related needs.

Serve students whose Individualized Education Programs (IEPs) address intensive behavioral needs including physical aggression elopement self-injurious behaviors and significant classroom disruption that may pose a risk of harm to self others and/or property.

Implement an integrated academic and behavior program that supports the development of academic social-emotional and self-management skills and promotes student access to appropriately ambitious learning goals in the Least Restrictive Environment (LRE).

QUALIFICATIONS:

Education/Certification:

Bachelors degree from accredited university

Valid Texas teaching certificate appropriate for grade level and content area AND

Valid Texas special education certification

Special Knowledge/Skills:

Knowledge of instructional needs of students with significant cognitive and behavioral disabilities

Knowledge of FBAs BIPs and behavior intervention strategies

Knowledge of curriculum adaptation and differentiated instruction

Knowledge of data collection and progress monitoring

Ability to implement structured classroom systems and behavior supports with fidelity

Ability to de-escalate behavior and respond to crisis situations using district-approved strategies

Strong classroom management collaboration and communication skills

TERMS OF EMPLOYMENT:

Probationary/Term Contract: 187 days

SALARY:

Pay Grade T60 (Teacher Classification) as approved by the Board of Trustees

ESSENTIAL FUNCTIONS:

Attendance

• Regular and reliable attendance is an essential job function

Instructional Strategies

• Develop and implement IEPs in collaboration with students parents and staff.
• Provide specially designed instruction aligned to students individual needs.
• Adapt instruction to support appropriately ambitious learning goals.
• Deliver instruction in academic self-management and social-emotional skills.
• Use a variety of instructional strategies and settings as appropriate.
• Serve as case manager and/or teacher of record and ensure IEP implementation with fidelity.
• Collaborate with general education staff to support student access to the LRE as appropriate.

Behavior Program Implementation

• Implement structured classroom systems routines and procedures aligned to district guidelines
• Maintain a highly structured learning environment including appropriate physical arrangement and visual supports
• Implement individualized behavior supports aligned to student IEPs and BIPs
• Teach and reinforce replacement behaviors self-regulation and social-emotional skills
• Facilitate goal setting progress monitoring and reinforcement systems
• Use proactive consistent and predictable responses to student behavior to promote safety

Data Collection & Progress Monitoring

• Collect and maintain accurate academic and behavioral data
• Use data to inform instruction behavior supports and IEP progress
• Maintain required documentation in accordance with district procedures

Student Growth and Development

• Monitor and assess student academic and behavioral progress.
• Support development of independence and self-regulation
• Facilitate generalization of skills across settings as appropriate
• Support transitions to less restrictive environments
• Provide or supervise personal care needs as outlined in the IEP

Classroom Management and Organization

• Maintain a structured classroom with clear routines expectations and boundaries
• Ensure classroom schedules and systems are consistently implemented
• Maintain appropriate supervision and student safety at all times
• Protect students staff and property through appropriate procedures
• Supervise and direct paraprofessionals to ensure effective program implementation

Collaboration & Communication

• Collaborate with staff related service providers and administrators
• Communicate regularly with parents regarding student progress
• Participate in IEP meetings staffings and problem-solving teams
• Coordinate with general education staff regarding student supports

Crisis Prevention & Intervention

• Implement proactive strategies to prevent behavioral escalation
• Respond to crises using district-approved de-escalation physical intervention and time-out procedures
• Maintain safety during incidents involving high-risk behaviors
• Follow district procedures for documentation and parent communication

SUPERVISORY RESPONSIBILITIES:

• Direct the work of instructional aide(s) if assigned.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Computer instructional adaptive and safety equipment

Posture & Motion: Frequent standing walking bending and movement throughout the classroom and campus

Lifting:

• May require lifting positioning and assisting students
• May require physical intervention in accordance with district guidelines

Environment:

• Work in a structured special education setting
• May encounter disruptive or aggressive student behaviors including physical aggression elopement and self-injurious behavior and respond in accordance with district safety and crisis intervention procedures
• May encounter biological hazards including bodily fluids (e.g. saliva blood vomit or other bodily fluids) and adhere to district safety protocols and required training (e.g. bloodborne pathogens)
• Work inside and outside with moderate noise levels

Mental Demands:

• Maintain emotional control under stress
• Make quick decisions related to student safety
• Sustain focus in a fast-paced high-needs environment
• Work prolonged or irregular hours as needed

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.

BECOME A TEACHER IN TEXAS:

Experience:

IC