PRIMARY PURPOSE:
Support the implementation and effectiveness of campus-based self-contained behavior programs (AB, ABLE, SSCIP) by providing instructional coaching, behavior support, and targeted student interventions. Serve as a campus-based resource to ensure students have access to appropriate, high-quality instruction and behavioral supports aligned to their Individualized Education Programs (IEPs).
QUALIFICATIONS:
Education/Certification:
- Bachelor's degree in Special Education or related field
- Valid Texas teaching certificate in Special Education
- Demonstrated experience working with students with significant behavioral needs
- Training in behavior management and intervention strategies
- Strong knowledge of IEP development, implementation, and progress monitoring
- Ability to coach, model, and support adult learners
- Strong communication, organization, and problem-solving skills
TERMS OF EMPLOYMENT:
Probationary/Term Contract: 187 days
SALARY:
$64,207 (IA-3)
ESSENTIAL FUNCTION
Instructional Support & Program Implementation
- Support the implementation of high-quality, specially designed instruction aligned to students' IEPs
- Assist teachers in ensuring students have access to grade-level curriculum in the least restrictive environment appropriate to their needs
- Support the development of classroom schedules and instructional structures that maximize student engagement and access
- Model instructional strategies and support effective classroom practices
Behavior Support & Intervention
- Support the implementation of behavior intervention plans (BIPs) and individualized supports
- Provide targeted intervention and support for students with intensive behavioral needs
- Assist in analyzing behavioral data and adjusting supports accordingly
- Model proactive behavior strategies and de-escalation techniques
Coaching & Professional Support
- Provide job-embedded coaching and support to program teachers and paraprofessionals
- Model effective instructional and behavior practices
- Provide feedback to support continuous improvement of classroom practices
- Assist in onboarding and supporting new staff assigned to behavior programs
Training & Capacity Building
- Participate in district-level training related to behavior programs and intervention practices
- Redeliver and support implementation of district training at the campus level
- Provide ongoing training and support to campus staff aligned to program expectations
Collaboration & Program Coordination
- Collaborate with campus administrators, special education staff, and related service providers
- Support problem-solving and planning for students with intensive needs
- Assist with ensuring alignment between program implementation and district expectations
Student & Classroom Support
- Provide classroom support as needed, including covering classes during teacher absences or meetings
- Assist in maintaining a structured, safe, and supportive learning environment
- Support staff in responding to student needs across instructional and non-instructional settings
Crisis Intervention
- Implement proactive behavior supports, including de-escalation techniques
- Respond to behavioral crises using district-approved intervention techniques
- Participate in required crisis intervention training
- Use physical intervention (restraint) only in emergency situations and document in accordance with district procedures
SUPERVISORY RESPONSIBILITIES
- Provide day-to-day supervision and support to paraprofessionals assigned to behavior programs.
MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:
- Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [Physical Education Teachers: Must be willing to obtain and maintain a current automated external defibrillator (AED), CPI and CPR certificate]
- Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
- Motion: Frequent walking; frequent redirection of students
- Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment
- Environment: Work inside, may work outside; regular exposure to noise
- Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours; de-escalate those in crisis during tense situations
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.