Teacher Growing Up Successfully (GUS) Kindergarten1st Grade 2026-2027

• Forbes names Mesa Public Schools in their list of Best Employers in Arizona for multiple years.
• East Valley Tribune names Mesa Public Schools as Best Place to Work in East Valley for multiple years.

Job Summary:

The GUS teacher works directly and aggressively with identified students to acquire behaviors that substantially increase their social behavioral and academic performance. These students have been identified by Behavior Services and referred and approved to attend the Tier 3 intervention of the GUS program for intensive behavior intervention and support. Under the supervision of the building principal and Director of Student Support Systems the GUS teacher will provide diversified strategies and activities specifically designed for targeted students. The GUS teacher may also provide indirect support and direction at the school level working to design implement coordinate and evaluate a comprehensive behavior support program.

Candidates must complete anon-lineapplication which requires appropriate Arizona certification valid IVP Arizona fingerprint clearance card evidence of highly qualified status three letters of recommendation and transcript of credits.

Key Responsibilities:

• Effectively support student acquisition of core curriculum and content standards identified by the State of Arizona and Mesa Public Schools
• Responsibilities will include defining and measuring behavior understanding principles of reinforcement teaching new behavior implementing strategies for weakening behavior and identifying antecedents
• Facilitate team meetings with the identified students teachers and parents for the purpose of completing a Functional Behavioral Assessment as needed
• Facilitate team meetings that: design behavior interventions plans; address classroom organization effective instruction social skills instruction and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity
• Work with individual teachers groups of teachers and/or the entire staff on issues such as: crisis intervention and factors that can affect development and implementation of interventions
• Promote highly specialized positive behavior interventions in which at risk students thrive: behavior instruction that is explicit intensive accelerated and provides ample practice
• Use ongoing assessments to maintain a record of student progress
• Develop a repertoire of assessment strategies consistent with instructional goals teaching methods and individual student needs to more accurately assess student behavior skills and understandings
• Regard assessment as a joint venture through which both student and teacher understanding is enhanced
• Create fair and equitable assessments to assess higher-order thinking and problem solving as well as individual skills knowledge and understanding
• Model good assessment processes that assist students in assessing their own work and behavior
• Provide recognition of a variety of student accomplishments and positive behaviors
• Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms
• Continually supervise students to ensure a safe non-threatening nurturing environment where students can thrive
• Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students targeted students and students who represent sub-group populations
• Engage parents in the student behavior intervention plan process and empower parents by providing them with skills and techniques to support the positive behavior development of their child
• Participate in building level PLC teams and/or grade level meetings as appropriate
• Consult with school social worker counselor and teachers
• Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices
• Comply with all safety policies practices and procedures; ASPEN Certification
• Provide leadership to others through example and sharing of knowledge/skill
• Participate in building level PLC teams and/or grade level meetings as appropriate
• Assists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools

Required Qualifications:

• Bachelors degree in education psychology social work or a related field
• Valid Arizona Teaching Certificate
• Three to five years successful elementary classroom teaching experience in which the teaching of at risk and/or behaviorally challenged students were included
• Highly qualified elementary teacher with successful completion of a Behavior Specialist Certificate Program (preferred but will train the right teacher)
• Collaborating with schools nonprofits or community organizations to create impactful programs for youth

Skills & Competencies:

• Models the attributes and skills of the MPS Portrait of a Graduate
• Demonstrates commitment to the MPS Promise that every student is known by name served by strength and need and graduates ready for college career and community
• Knowledge of function-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior
• Serve as a consultant to teachers and parents
• Organize and schedule time commitments to meet demands of the job
• Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA) function based interventions and Positive Behavior Intervention Plans (PBIP)
• Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students
• Expert knowledge in research based instructional strategies and ability to implement them effectively
• Exceptional knowledge in the use of technology to support instruction
• Demonstrate ability to plan and evaluate strategies for improving instruction
• Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality
• Demonstrates exceptional skill in the roles of a teacher leader: collaborator action researcher reflective practitioner and learner advocate

Work Environment & Physical Requirements:

• Working in traditional classrooms within schools or community centers
• Conducting online sessions through video conferencing platforms (e.g. Zoom Google Meet)
• May include evening or weekend work to accommodate students availability or special events
• Standing or walking during lessons workshops or presentations for extended periods
• Setting up materials arranging classrooms or carrying supplies (e.g. books laptops flip charts) up to 40 lbs.

Equal Opportunity Employer Statement:

Mesa Public Schools is an equal opportunity employer and complies with all applicable federal state and local laws regarding equal employment opportunity and anti-discrimination. The District strictly prohibits and does not tolerate discrimination against employees applicants or any other covered persons because of race color religion creed national origin or ancestry ethnicity sex (including gender pregnancy sexual orientation and gender identity) age physical or mental disability citizenship past current or prospective service in the uniformed services genetic information or any other characteristic protected under applicable federal state or local law.

Applicants and employees may contact Human Resources to request reasonable accommodations needed to perform the essential functions of this position.

Required Experience:

IC