Goshen Elementary Behavior Intervention Teacher

Behavior Intervention Teacher Job Goal: Provide direct services and collaboration/coaching support services for students who demonstrate learning difficulties as a result of non-cognitive barriers to improve learning outcomes for students Job Type: CertifiedJob Class Code: 2010 (preschool), 2025 (Kindergarten), 2040 (elementary), 2050 (middle), 2060 (high)Position Type: SalaryReports to: PrincipalTerms of Employment: Compensation will be based on 190 contract days on the Board-approved teacher salary schedule. Minimum Qualifications At least three years of successful experience in teaching.Certification in elementary or special education by Kentucky Department of Education.Demonstrated knowledge and expertise supporting students whose behavior negatively affects their education.Demonstrated knowledge of Positive Behavior Intervention Supports and their implementation within a school setting.Demonstrated knowledge of instructional strategies with social/emotional learning curriculum and instruction.Demonstrated knowledge and skills working with adult learners. Performance Responsibilities Assist with developing a school philosophy that embraces both academic and social/emotional learning.Assist schools with refining data collection and analysis strategies to assess needs within social/emotional and behavioral domains.Assist counselors, administrators, and classroom teachers plan instructional programs as they relate to student needs in social/emotional learning and behavior support.Collaborate with school staff in the identification and development of individual support plans for struggling students (appropriately identifying concerns, designing interventions, progress monitoring).Assist with the development of individualized behavior support plans for struggling students.Provide individual and small group behavioral instruction to struggling students.Collaborate with classroom teachers to support integration of behavioral supports into the classroom setting.Prepare regular progress reports for school and district staff to assess program impact on student outcomes. Adopted: May 21, 2018