Teacher, Life Skills Education - Intensive Services Program - Behavior (School Year 2026-27)

Department: Special Education

Reports to: Program Supervisor, Special Education

FLSA Status: Exempt

About the Role

The purpose of this position is to provide direct instruction, specialized educational programming, and behavioral support to students with intellectual disabilities enrolled in the Intensive Services Program. Students served have significant intellectual, behavioral, social-emotional, communication, adaptive, and/or mental health needs requiring highly individualized instruction and intensive support. The teacher develops and implements individualized educational and behavioral programming aligned with curriculum standards, IEP goals, and evidence-based practices to promote student safety, engagement, skill development, self-regulation, independence, and meaningful participation in school and community environments.

The Intensive Services Program is a highly structured, self-contained setting serving one to two students per classroom. Students require continuous supervision and support, with a minimum of two trained adults present at all times. The teacher serves as the instructional and behavioral leader of the classroom, coordinating programming, behavior supports, staff supervision, and collaboration with families and multidisciplinary team members to support positive student outcomes.

Responsibilities

• Establish Safe, Structured, and Supportive Learning Environments
  • Create and maintain a structured, predictable, trauma-informed, and positive learning environment that supports student safety, engagement, and success.
  • Maintain a classroom environment that meets district and program safety standards and supports student dignity and emotional well-being.
  • Coordinate staffing assignments and classroom procedures to support continuous student supervision by a minimum of two trained adults.
  • Participate in crisis prevention, intervention, de-escalation, and post-crisis response procedures in accordance with district and program guidelines.
• Design and Deliver Individualized Instruction and Behavior Supports
  • Develop and implement individualized instructional programs aligned with Oregon academic standards, student IEP goals, behavior support plans, and transition goals as appropriate.
  • Design and deliver highly individualized instruction using evidence-based instructional and behavioral practices.
  • Establish measurable, meaningful, and developmentally appropriate educational, behavioral, communication, social-emotional, and functional goals for students.
  • Provide direct instruction in self-regulation, communication, social skills, problem-solving, coping strategies, and replacement behaviors.
  • Collaborate with the Behavior Consultant to develop, implement, monitor, and revise Behavior Support Plans (BSPs), safety plans, behavior intervention plans, and individualized behavioral programming as needed.
  • Support consistent implementation of student behavior support plans across staff and settings.
• Collect, Analyze, and Communicate Student Progress
  • Collect, analyze, and use behavioral and academic data to monitor progress, evaluate interventions, and inform instructional and behavioral decision-making.
  • Maintain accurate educational, behavioral, attendance, and progress monitoring records.
  • Communicate regularly and collaboratively with families regarding student progress, behavior, programming, and educational needs.
  • Collaborate with administrators, partner school districts, related service providers, behavior consultants, and community agencies to support student success.
  • Participate in IEP meetings, manifestation determinations, functional behavior assessments, safety planning meetings, and other educational planning meetings as assigned.
• Lead, Supervise, Support, and Perform Operational Duties
  • Supervise, train, coach, and collaborate with instructional assistants and support personnel to support consistent implementation of instructional and behavioral programming.
  • Perform other duties as assigned to support program operations, student needs, and district priorities.

Requirements

• Education
  • Bachelor's degree required.
  • Valid Oregon Teacher Standards and Practices Commission (TSPC) Special Education license required.
• Experience
  • Experience working with students exhibiting significant behavioral, emotional, social, communication, and mental health challenges preferred.
  • Experience working in highly structured or intensive behavioral support settings preferred.
  • Experience supervising and training instructional assistants preferred.
• Knowledge, Skills, and Abilities
  • Demonstrated knowledge of federal and state special education laws and regulations.
  • Demonstrated knowledge of Functional Behavior Assessment (FBA), Positive Behavior Support (PBS), Behavior Intervention Plans (BIP), and evidence-based behavior management practices.
  • Knowledge of trauma-informed practices, restorative practices, and social-emotional learning preferred.
  • Strong communication, collaboration, and problem-solving skills.
  • Ability to collect, analyze, and interpret student behavioral and educational data.
  • Ability to maintain confidentiality and exercise sound professional judgment.
  • Ability to complete district-approved crisis prevention and intervention training and maintain required certification.
  • Ability to work effectively with students, staff, families, and interagency partners in high-need settings.

Physical Demands

The position requires minimal to moderate physical exertion. The employee is normally standing, walking, or sitting as required. Occasionally, the employee may lift or carry materials/supplies up to 20 lbs when transitioning between work sites. May be required to lift, bend, support, or assist students whose handicapping condition or behavior requires adult support or intervention.

Working Conditions

This is an itinerant position requiring travel between multiple work sites. Generally, work is performed indoors in a clean, non-hazardous environment, though some activities may occur in community or off-site settings. The employee may occasionally be exposed to bodily fluids due to student injury, illness, or behavior. The employee may encounter inclement weather when moving between locations.

Work Expectations

• Effectively engage with individuals from diverse cultures, backgrounds, and experiences.
• Demonstrate professionalism, sound judgment, and appropriate behavior, speech, and attire.
• Utilize agency-approved equipment and software appropriate to the assignment.
• Maintain regular and punctual attendance.
• Confer regularly with immediate supervisor.
• Follow all district policies, procedures, administrative rules, and reasonable requests.
• Perform program responsibilities in accordance with statutes, OARs, administrative rules, policies, and collective bargaining agreements.