Jan 13, 2024

Teacher, Specialized Behavior Support (SBS) EOY 23-24 SY

  • TrulyHired
  • Charlotte, NC, USA
Full-time Teaching

Job Description

Summary: To plan, organize, and present instruction and instructional environments in which exceptional children learn subject matter and skills that will contribute to their educational, behavioral, and social emotional development.

Essential Duties: (These duties represent a sample and may vary by position.)
  • Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
  • Demonstrates an appreciation for diversity among students, colleagues, and parents.
  • Participates in faculty and professional meetings, educational conferences and teacher training workshops as required by the position.
  • Collaborates with other educators to create the complete educational environment possible for students.
  • Keeps attendance and grade records as required by school.
  • Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior.
  • Establishes clear objectives for all academic and pro-social skills lessons, communicates these goals to students, and designs instruction to support students in the acquisition of these skills.
  • Meets and instructs assigned classes in the locations and at the times designated.
  • Follows established school procedures for crisis or emergency situations.
  • Develops and maintains Individual Education Programs (IEPs) for students modifies curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs.
  • Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
  • Assesses the accomplishments of students on a regular basis and provides progress reports as required; meets with parents to discuss student progress and problems.
  • Administers and interprets individual educational testing using various testing materials.
  • Utilizes data to ascertain progress towards academic and behavioral/emotional goals.
  • Employs a variety of research based instructional techniques and technology, to meet needs and address the strengths of the individuals or student groups involved.
  • Structures a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests.
  • Instructs students in positive behavioral skills which meet school behavioral expectations in all settings.
  • Designs and implements environmental modifications and management procedures which proactively address student behavioral expectations across all settings.
  • Utilizes functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior.
  • Develops behavioral intervention plans (BIPs) and IEP goals and objectives based upon the function of the inappropriate behavior, and /or manifestations designing instructional strategies for appropriate replacement behavior.
  • Utilizes appropriate positive behavior intervention strategies to deescalate student behavioral excesses.
  • Utilizes technology to provide individualized classroom materials, such as schedules or work tasks.
  • Provides differential instruction in a variety of settings to include: one-to-one, small group and whole group.
  • Utilizes principles of applied behavioral analysis to include: data collection, prompt hierarchy, preference assessment and systematic instruction.
  • Performs related duties as assigned.
Education and Experience:

Minimum
  • Bachelor's degree in Special Education
Desirable
  • State Approved training for seclusion and restraint procedures
  • Master's degree in Special Education
Licensing / Certification Requirements:
  • North Carolina Teaching License and Certification in Special Education.
Knowledge / Skills / Abilities:
  • Knowledge of local, state and federal regulations and laws pertaining to exceptional children.
  • Knowledge and ability to use current technology and alternate forms of communication relevant to specific disabilities. This may include low-tech and high-tech devices.
  • Ability to produce communication in oral and written formats in a professional manner.
  • Knowledge of classroom management and differentiation techniques.
  • Knowledge of the Individual Education Program process.
  • Ability to use research-based techniques in instruction and behavior management
  • Ability to produce effective lesson plans
  • Ability to use data analysis for instructional decision making
  • Ability to comply with local, state and federal guidelines
  • Ability to deliver the curriculum, and extensions of the curriculum using Inclusive Practices, as appropriate
  • Ability to effectively interact with principals, co-workers, students, and parents

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