Teacher, Specialized Behavior Support (SBS) (26-27)

Under moderate supervision, performs intermediate-level work implementing effective teaching strategies aligned to the appropriate curriculum and in accordance with the Individual Education Program (IEP) of each assigned student. Develops lesson plans and delivers group and individual student instruction that guides and encourages students to develop and fulfill academic goals.

Responsibilities

• Adhere to all state, federal, and local laws, policies, and procedures
• Collaborate with administration and other educators to create an optimal educational environment for exceptional children (EC) students
• Follow established school procedures for crisis or emergency situations
• Administer and interpret individual educational testing
• Utilize data to ascertain progress toward academic and behavioral/emotional goals
• Establish clear objectives for all academic and pro-social skills lessons, communicate these goals to students, and design instruction to support students
• Modify curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs
• Use appropriate techniques and strategies to promote critical, creative, and evaluative thinking capabilities
• Observe and assess students' performance, behavior, social development, and physical health on a regular basis
• Develop, administer, and grade tests and assignments to assess student progress
• Collect data to document individual student progress on IEP goals
• Structure a proactive classroom setting suitable for managing emotional/behavioral deficits and appropriate for students' maturity and interests
• Instruct students in positive behavioral skills that meet school expectations in all settings
• Design and implement environmental modifications and management procedures to proactively address behavioral expectations
• Utilize functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior
• Develop behavioral intervention plans (BIPs) and IEPs based on the function of inappropriate behavior or manifestations
• Design instructional strategies for appropriate replacement behavior
• Utilize positive behavior intervention strategies to de-escalate student behavioral excesses
• Apply principles of applied behavioral analysis, including data collection, prompt hierarchy, preference assessment, and systematic instruction
• Meet with parents/guardians to discuss student progress, priorities, and resources
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation
• Provide care and/or instruction in self-help skills (e.g., toileting, dressing, feeding, positioning) as needed
• Participate in professional development workshops, PLCs, and other required meetings
• Create an inclusive environment with positive communication
• Perform related duties as assigned

Requirements

• Bachelor’s degree required
• Master’s degree in education preferred
• Valid or renewing NC Teaching license in assigned area required
• Equivalent combination of experience and education may be considered
• Possess and maintain a valid driver’s license or ability to provide own transportation
• Ability to travel to school district buildings and professional meetings

Skills

• Comprehensive knowledge of curriculum principles, standards, and expectations in assigned area
• Ability to utilize appropriate data and information to make instructional decisions
• Demonstrated knowledge of learning styles, curriculum development, program evaluation, instructional strategies, classroom management, and learning assessment
• Knowledge of current technology and alternate forms of communication relevant to specific disabilities (low-tech and high-tech devices)
• Knowledge of classroom management and differentiation techniques
• Understanding of the Individual Education Program (IEP) process, strategies, and research related to learning
• Ability to use research-based techniques in instruction and behavior management
• Ability to learn and use specialized tools, equipment, or software related to business needs
• Ability to implement local, state, and federal rules, guidelines, and procedures
• Strong communication skills in all settings and mediums
• Problem-solving and sound judgment abilities
• Ability to maintain confidentiality regarding school system business
• Ability to take initiative, work independently, and exercise sound judgment
• Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment

Pay

Certified salary schedule

Schedule

Full-time, 10 months

Reports to: Principal

Work location: Charlotte-Mecklenburg Schools premises, with potential for other locations as required.