Teacher, Specialized Behavior Support (SBS)

About the Role

The exceptional children teacher performs intermediate-level work under moderate supervision, implementing effective teaching strategies aligned with the appropriate curriculum and each student's Individual Education Program (IEP). This position develops lesson plans and delivers group and individual instruction to guide students in achieving academic goals, while adhering to Board of Education policies under the direction of the principal.

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 track progress toward academic and behavioral/emotional goals
• Establish clear objectives for lessons, communicate goals to students, and design instruction to support them
• Modify curriculum and instruction to meet students' academic and behavioral/emotional needs as documented in IEPs
• Use techniques and strategies that promote critical, creative, and evaluative thinking
• Observe and assess students' performance, behavior, social development, and physical health regularly
• Develop, administer, and grade tests and assignments to evaluate student progress
• Collect data to document individual student progress on IEP goals
• Structure a proactive classroom environment to manage emotional/behavioral challenges and align with students' maturity and interests
• Instruct students in positive behavioral skills to meet school expectations in all settings
• Design and implement environmental modifications and management procedures to 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 behavioral functions and manifestations
• Design instructional strategies for appropriate replacement behaviors
• Use positive behavior intervention strategies to de-escalate 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; respond to parent inquiries
• 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 the assigned area
• Equivalent combination of experience and education may be considered
• Possess and maintain a valid driver’s license or provide own transportation
• Ability to travel to school district buildings and professional meetings

Skills & Qualifications

• Comprehensive knowledge of curriculum principles, standards, and expectations in the assigned area
• Ability to utilize data and information to make instructional decisions for students
• Understanding of learning styles, curriculum development, program evaluation, instructional strategies, classroom management, and learning assessment
• Knowledge of current technology and alternative communication methods relevant to specific disabilities, including low-tech and high-tech devices
• Proficiency in classroom management and differentiation techniques
• Knowledge 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 across all settings and mediums
• Ability to reason, make judgments, and maintain effective working relationships
• Strong problem-solving skills and sound judgment
• 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

Schedule

Full-time, 10-month position.

Reports To

Principal

Work Location

The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. The district reserves the right to require work at other locations as needed.