About this role
Job Title: Behavior Support Teacher Exemption Status/Test: Exempt
Reports to: Principal Date Revised: 11/04/2024
Dept./School: Assigned Campus/Primary School
Primary Purpose
Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to match student ability levels. Work in a self-contained, team, departmental, or itinerant capacity as assigned.
Qualifications
Education/Certification
Bachelor's degree from an accredited university
Valid Texas teaching certificate with required special education endorsements for assignments
Special Knowledge/Skills
Knowledge of special needs of students in assigned area
Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education
Plan (IEP) goal-setting process and implementation
Knowledge of how to adapt curriculum and instruction for special needs
Effective communication skills
Physical Education Teachers: Current automated external defibrillator (AED) certificate
Experience
One of year student teaching or approved internship
Major Responsibilities and Duties
Instructional Strategies
- Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
- Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
- Conduct an assessment of student learning styles. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of the learning styles and needs of students assigned.
- Present subject matter effectively and according to guidelines established by IEP. Employ a variety of instructional techniques and media including technology to meet the needs and capabilities of each student assigned
- Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.
- Participate in ARD Committee meetings regularly.
- Participate in the selection of books, equipment, and other instructional media.
Student Growth and Development
- Conduct ongoing assessments of student achievement through formal and informal testing.
- Provide or supervise personal care, medical care, and feeding of students as stated in IEP.
- Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the campus principal.
- Consult district and outside resource people regarding the education, social, medical, and personal needs of students.
Classroom Management and Organization
- Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
- Manage student behavior and administer discipline including intervening in crises and physically restraining students as necessary according to IEP.
- Consult with classroom teachers regarding the management of student behavior according to IEP.
- Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
- Plan and assign the work of teacher aide(s) and volunteer(s) and oversee completion.
Other
- Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
- Maintain professional relationships with parents, students, and colleagues.
- Participate in staff development activities to improve job-related skills.
- Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
- Compile, maintain, and file all physical and computerized reports, records, and other documents required.
- Attend and participate in faculty meetings and serve on staff committees as required.
Supervisory Responsibilities
Direct the work of instructional aide(s).
Mental Demands/Physical Demands/Environmental Factors
Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking
Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours
Environment: Exposure to biological hazards
Mental Demands: Maintain emotional control under stress
THE LIVINGSTON INDEPENDENT SCHOOL DISTRICT DOES NOT DISCRIMINATE ON THE BASIS OF RACE, COLOR, GENDER, RELIGION, NATIONAL ORIGIN, AGE, DISABILITY, OR ANY OTHER BASIS PROHIBITED BY LAW.