Grades 5-8 Behavior Teacher

Qualifications

Maine Teacher Certification #282 or #286.

Primary Responsibilities

• Provide and differentiate direct instruction aligned with students’ academic needs, IEP goals, Maine Learning Results, and school curriculum.
• Utilize evidence based instructional practices, accommodations, modifications, and differentiated strategies to support diverse learning needs and promote student engagement.
• Use proactive classroom management strategies, positive behavioral supports, and therapeutic approaches to foster student regulation, engagement, and participation.
• Collaborate regularly with general education middle school teachers to support student access to grade level curriculum and increase opportunities for successful participation in inclusive educational settings.
• Promote and facilitate student participation in the least restrictive environment whenever appropriate through thoughtful planning, consultation, and transition supports.
• Consult and collaborate regularly with the BCBA, LCSW, special education staff, related service providers, and administration to review student progress and adjust academic and behavioral supports as needed.
• Support students in utilizing developed coping skills, problem solving skills, self regulation, executive functioning skills, and appropriate peer and adult interactions within the school setting.
• Develop and implement academic and behavioral interventions designed to improve student independence and support successful transitions between the behavior support setting and general education environments.
• Communicate and collaborate with families and school staff regarding student progress, concerns, and strategies to support success across settings.
• Participate in multidisciplinary team meetings, IEP meetings, manifestation determination meetings, and other planning meetings as appropriate.
• Maintain compliance with school, district, state, and federal special education requirements, including documentation, progress monitoring, and data collection to inform instructional and behavioral decision-making.
• Foster a safe, structured, and supportive learning environment that promotes positive relationships, resilience, and student success.