Address
Form of workPurpose Statement:
The job of a Special Education Behavior Teacher is done for the purpose of developing the skills of students experiencing emotional and behavioral disabilities in order to achieve success in academics, social-emotional learning, interpersonal relationships, activities of daily living, and communication.
This is done through managing the total instructional program for identified students by implementing evidenced based curriculum in a safe and optimal learning environment.
This job reports to Principal
Essential Functions
Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: adhering to safety practices; administering first aid; applying assessment instruments; planning and managing projects; preparing and maintaining accurate records; operating equipment used in education; and using pertinent software applications; Use of interpersonal skills to consult with parents/guardians, staff, volunteers, administrators, classroom teachers, and counselors relative to the individual instructional needs of students.
KNOWLEDGE is required to perform algebra and/or geometry; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge required to satisfactorily perform the functions of the job includes: age appropriate activities; assertive discipline techniques; best practice teaching principles/techniques; concepts of grammar and punctuation; equipment and materials utilized for classroom instruction; federal, state and local policies, procedures and practices; health standards and hazards; principles of directing and motivating students; safety practices and procedures; stages of child development; crisis management; social emotional and behavior skills, informal and formal assessments, interventions and instructional practices
ABILITY is required to schedule activities; routinely gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and utilize equipment under a variety of conditions for multiple purposes. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of types of job-related equipment. In working with others, independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is moderate to significant. Specific abilities required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; setting priorities; working as part of a team; working with detailed information/data; working with frequent interruptions; applying effective principles of teaching to direct and motivate students; creating an environment conducive to learning; supervising assigned teacher assistants and volunteers and managing classroom behavior; Develop group or individual behavior management programs
Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions. There is a continual opportunity to significantly impact the Organization's services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; significant stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 20% sitting, 20% walking, and 60% standing. The job is performed under minimal temperature variations and some hazardous conditions.
Experience
Job related experience. Experience with positive behavior management systems, social emotional learning, student motivation, and de-escalation and crisis prevention training is desired.
Asset: Bilingual Spanish/English,
Education
Targeted job related education that meets the organization's prerequisite requirements.
Certificates & Licenses
A valid and current Oregon Teaching License
CPR/First Aid Certificate (or ability to get one)
The job of a Special Education Behavior Teacher is done for the purpose of developing the skills of students experiencing emotional and behavioral disabilities in order to achieve success in academics, social-emotional learning, interpersonal relationships, activities of daily living, and communication.
This is done through managing the total instructional program for identified students by implementing evidenced based curriculum in a safe and optimal learning environment.
This job reports to Principal
Essential Functions
- Demonstrates and supports a culture of diversity, equity, and inclusion.
- Assesses students using district-approved assessment tools, materials, and strategies to meet social and academic needs, make progress on goals, etc. (e.g. behavioral, academic, communication, vocational abilities, etc.).
- Provides social-emotional instruction and behavior intervention.
- Assures that students are served in the least restrictive educational environment during their school day by carefully monitoring progress in various school settings to assure that skills are generalizing from one environment to another.
- Collaborates with school, district, agencies, and parents/guardians for the purpose of improving student outcomes, developing solutions, and planning instruction based on student needs.
- Demonstrates skills required to perform assignments for the purpose of providing an effective school program and addressing the needs of individual students.
- Develops methods, facilitates, and monitors data collection related to the program and individual student goals and objectives.
- Develops group or individual behavior management programs as needed.
- Leads and directs instructional assistants, volunteers and/or student mentors for the purpose of providing an effective school program and addressing the needs of individual students.
- Maintains equipment and supplies for the purpose of ensuring availability of required materials.
- Manages student behavior utilizing evidence-based instructional and classroom management practices for the purpose of providing a safe and optimal learning environment.
- Participates in a variety of meetings (e.g. IEP's, Team meetings, etc.) for the purpose of conveying and or gathering information to perform functions.
- Ensures that all district, state, and federal guidelines regarding confidentiality, reporting, pre-referrals, referrals, testing, recordkeeping, and service delivery for students with disabilities are strictly followed.
Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: adhering to safety practices; administering first aid; applying assessment instruments; planning and managing projects; preparing and maintaining accurate records; operating equipment used in education; and using pertinent software applications; Use of interpersonal skills to consult with parents/guardians, staff, volunteers, administrators, classroom teachers, and counselors relative to the individual instructional needs of students.
KNOWLEDGE is required to perform algebra and/or geometry; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge required to satisfactorily perform the functions of the job includes: age appropriate activities; assertive discipline techniques; best practice teaching principles/techniques; concepts of grammar and punctuation; equipment and materials utilized for classroom instruction; federal, state and local policies, procedures and practices; health standards and hazards; principles of directing and motivating students; safety practices and procedures; stages of child development; crisis management; social emotional and behavior skills, informal and formal assessments, interventions and instructional practices
ABILITY is required to schedule activities; routinely gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and utilize equipment under a variety of conditions for multiple purposes. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of types of job-related equipment. In working with others, independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is moderate to significant. Specific abilities required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; setting priorities; working as part of a team; working with detailed information/data; working with frequent interruptions; applying effective principles of teaching to direct and motivate students; creating an environment conducive to learning; supervising assigned teacher assistants and volunteers and managing classroom behavior; Develop group or individual behavior management programs
Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions. There is a continual opportunity to significantly impact the Organization's services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; significant stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 20% sitting, 20% walking, and 60% standing. The job is performed under minimal temperature variations and some hazardous conditions.
Experience
Job related experience. Experience with positive behavior management systems, social emotional learning, student motivation, and de-escalation and crisis prevention training is desired.
Asset: Bilingual Spanish/English,
Education
Targeted job related education that meets the organization's prerequisite requirements.
Certificates & Licenses
A valid and current Oregon Teaching License
CPR/First Aid Certificate (or ability to get one)
