POSITION TITLE: Positive Behavior Supports Special Education Teacher - High School
FLSA: Exempt
QUALIFICATIONS: Must hold proper state certification
REPORTS TO: Principal and/or other Supervisor
TERMS OF EMPLOYMENT: New teachers 189 days; returning teachers 187 days with benefits provided according to the Teacher’s Negotiated Agreement.
PURPOSE STATEMENT: The job of Teacher-Positive Behavior Supports is done for the purpose(s) of providing support to the instructional process with specific responsibility for facilitating instruction for special education students with social- emotional and behavioral disorders; supervising students within the classroom and other assigned areas; coordinating curriculum and
intervention activities; developing lesson plans and delivering group and individual student instruction within established
curriculum guidelines; collaborating with other teachers- professional staff- and administrators in addressing instructional
and classroom issues; and responding to a wide range of inquiries from students &; parents or guardians regarding
instructional program and student progress- and working within a pull-out environment or within a self-contained
classroom.
ESSENTIAL FUNCTIONS:
-Administers a variety of evaluative tools (e.g. developmental testing programs- subject specific assessments- etc.) for
the purpose of assessing student competency levels and developing individual learning plans.
-Assesses student progress through data collection towards IEP objectives- expectations- and goals for the purpose of
providing feedback to students- parents- and administration.
-Collaborates with parents- instructional staff- Behavior Specialist- other school personnel (e.g. SLP- OT- PT- Social
Worker- Transition Coordinator- etc.) for the purpose of improving the overall quality of student outcomes and
achieving student educational plan objectives.
-Coordinates schedules (e.g. teacher- student- paraprofessionals- related services- etc.) for the purpose of directing
services in a timely manner.
-Counsels students- parents- and legal guardians for the purpose of communicating expectations- student
achievements- developing methods for improvement- and reinforcing classroom goals.
-Develops and delivers specialized instruction in the area of social and emotional development for the purpose of
supporting the intensive needs of students in the program.
-Differentiates classroom work (e.g. instructional methods- materials- content- etc.) for the purpose of providing
students with instruction that address individualized learning plans.
-Facilitates student learning for the purpose of achieving success in academics- social skill awareness- and problem
solving.
-Implements behavior intervention plans for the purpose of providing an effective program that addresses individual
student requirements.
-Maintains complete confidentiality and professional discretion with a variety of confidential and non-confidential activities- files and records (e.g. assessments- IEPs- point sheets- etc.) for the purpose of documenting activities-
complying with mandated requirements- and providing up-to-date information.
-Manages student behavior (e.g. encouragement and corrective systems- supervision and monitoring routines-
instructional interventions- etc.) for the purpose of providing a safe and optimal learning environment.
-Participates in a variety of meetings (e.g. IEPs- general education intervention meetings- preassessment teams- etc.)
for the purpose of conveying and gathering information required to perform job functions.
-Prepares a variety of written materials (e.g. grades- attendance- anecdotal records- progress reports- lesson plans-
etc.) for the purpose of documenting student progress- meeting mandated requirements- and communicating
information to other parties.
-Develops individual education plan goals and other written materials for student IEPs for the purpose of establishing
strategies/opportunities for student success.
-Provides outlets and avenues for students experiencing social/ emotional/ behavioral responses (e.g. safe areas-
deescalating rooms- etc.) for the purpose of reducing stress and encouraging positive expressions.
-Reports incidents (e.g. fights- suspected child abuse- suspected substance abuse- bullying- etc.) for the purpose of
maintaining personal safety of students- providing a positive learning environment- and adhering to the education
code of ethics and school policies as a mandated reporter.
-Responds to inquiries from a variety of sources (e.g. other teachers- parents- administrators- etc.) for the purpose of
resolving issues- providing information- and direction.
-Serves as a student primary provider for the purpose of ensuring each student is receiving services and all IEPs are
in compliance.
-Supervises and evaluates paraeducators (e.g. training- scheduling- supporting- etc.) for the purpose of monitoring
performance and ensuring standards are achieved.
-Supports classroom teachers for the purpose of assisting them in the implementation of established curriculum and
individual student plans.
OTHER FUNCTIONS:
-Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the
work unit.
JOB REQUIREMENTS: MINIMUM QUALIFICATIONS
SKILLS are required to perform multiple- highly complex- technical tasks with a need to occasionally upgrade skills in
order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions
of the job include: applying assessment instruments; operating standard office equipment including pertinent software
applications; preparing and maintaining accurate records; conducting meetings; analyzing situations and taking
appropriate action; employing physical restraint practices; and diffusing confrontations.
KNOWLEDGE is required to perform basic math calculations; read technical information- compose a variety of
documents- and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific
knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes-
policies- regulations- and laws; age appropriate activities; lesson plan requirements; stages of child development and
behavior; basic disabilities; methods of instruction and training; and behavioral management strategies.
ABILITY is required to schedule a number of activities- meetings- and/or events; gather- collate- and/or classify data;
and consider a number of factors when using equipment. Flexibility is required to independently work with others in a
wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using
standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work
with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action
plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with
equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of
the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; exhibiting
tact and patience; demonstrating flexibility and creativity; organizing tasks; setting priorities; maintaining
confidentiality; meeting deadlines and schedules; communicating with diverse groups; and working with frequent
interruptions.
RESPONSIBILITY
Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other
persons within a small work unit; operating within a defined budget. Utilization of some resources from other work units
is often required to perform the jobs functions. There is some opportunity to significantly impact the organization’s
services.
WORK ENVIRONMENT
The usual and customary methods of performing the jobs functions require the following physical demands: occasional
lifting and carrying up to seventy-five (75) pounds- some pushing- and/or pulling- some stooping- kneeling- crouching-
and/or crawling and significant fine finger dexterity. Generally the job requires 10% sitting- 80% walking- and 10%
standing. The job is performed under conditions with some exposure to risk of injury and/or illness.
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