JOB SUMMARY: 

The Special Education Behavior Teacher designs and leads a structured, supportive classroom program for students with social-emotional and behavioral needs. This role focuses on helping students build the skills necessary for success in academics, relationships, self-regulation, and daily functioning. The teacher creates a safe, predictable learning environment and provides explicit instruction, targeted intervention, and coaching to support student growth and successful participation in general education settings.

 

This position leads a program that serves students across a continuum of need from those who participate for most of the school day to those who access the classroom for targeted supports such as check-ins, reteaching, and access to a regulated break space. As students build skills and independence, they are supported in transitioning to less frequent use of the program and sustained success in general education settings.

This position reports to the building Principal and preference for bilingual candidates fluent in English and Spanish. Please note that the salary listed below reflects the 2025/2026 licensed salary schedule and may be subject to change pending contract negotiations.

 

ESSENTIAL FUNCTIONS:

• Designs and implements a structured, supportive classroom program for students with social-emotional and behavioral needs
• Creates and maintains a safe, predictable, and inclusive learning environment
• Develops and implements Individualized Education Programs (IEPs), including goals, accommodations, and specially designed instruction
• Performs case management duties for assigned students, including coordinating services, monitoring progress, implementing IEPs, and communicating with team members and families
• Facilitates and implements functional behavior assessments (FBAs), behavior intervention plans (BIPs), and crisis plans
• Provides culturally and linguistically responsive explicit instruction and behavioral support across a continuum of need, including full-day services and targeted supports such as check-ins, reteaching, and regulated break space
• Collaborates with school staff to coordinate and monitor student access to program and general education settings, including scheduling, transitions, and use of classroom spaces, ensuring continuity of supports
• Provides short-term, targeted interventions to support skill development and re-engagement in general education settings
• Develops and implements plans to support student transition to increased independence and participation in general education settings
• Supports generalization of skills across settings, including classrooms, common areas, and unstructured times
• Uses data to monitor progress and inform instruction, intervention adjustments, and level of support
• Collaborates with staff to implement behavior strategies and ensure consistency across settings
• Supervises, trains, and supports instructional assistants to ensure consistent implementation of supports and program expectations
• Collaborates with specialists, support staff, and administrators to coordinate services and support student outcomes
• Communicates regularly with families to share progress, strategies, and support student success
• Participates in and/or facilitates meetings (e.g., IEPs, team meetings, problem-solving teams) to support student planning and services
• Supports crisis prevention, intervention, and post-incident follow-up aligned with district practices
• Engages in ongoing reflection and collaboration to support continuous program improvement

 

Other Functions and Responsibilities

Performs other related duties, as assigned, for the purpose of ensuring the e?cient and e?ective functioning of the school program

 

To perform this job successfully, an individual must be able to perform the above essential duties satisfactorily. In addition, the requirements listed below are representative , but not limited to, the knowledge, skill and/or ability required.

 

JOB REQUIREMENTS:

 Minimum Qualifications 

• Valid Oregon teaching license with Special Education endorsement (or ability to obtain)
• Experience working with students with social-emotional and behavioral needs

PREFERRED:

• Experience in a structured behavior program or similar setting
• Experience working with students across a range of behavioral needs, including intensive and short-term supports
• Experience supervising and supporting instructional assistants
• Bilingual (Spanish/English) skills

KNOWLEDGE OF:

• Trauma-informed practices and the impact of trauma on learning, behavior, and relationships
• Restorative practices that support relationship-building, accountability, and positive student outcomes
• Behavioral theories and evidence-based practices, including FBAs, BIPs, and MTSS
• Social-emotional learning and explicit skill instruction
• Special education processes, including IEP development, implementation, and compliance
• Culturally responsive and equity-centered practices, including working with multilingual learners
• Data collection, progress monitoring, and data-based decision-making
• Effective classroom management and structured behavior supports
• Community resources and systems of care
• Applicable laws, regulations, and ethical practices

ABILITY TO:

• Create a structured, predictable, and supportive classroom environment
• Remain calm, regulated, and responsive in high-stress or crisis situations
• Utilize de-escalation strategies and teach self-regulation skills
• Build strong relationships with students, staff, and families
• Collaborate effectively with general education staff and multidisciplinary teams
• Supervise, guide, and support instructional assistants
• Analyze data and adjust instruction and interventions accordingly
• Support students in developing independence and transitioning to less intensive supports
• Communicate effectively in oral and written formats
• Organize and manage multiple responsibilities within timelines
• Maintain confidentiality and professional judgment

WORKING ENVIRONMENT:

• Requires frequent standing, walking, and physical movement, including lifting, carrying, pushing, pulling, stooping, kneeling, and crouching
• May include responding to students in crisis situations
• Work is performed in a school environment with occasional exposure to unpredictable situations

EXPERIENCE:

Job related experience. 

• Experience with creating and implementing behavior support plans, behavior management systems, social emotional learning, student motivation, and de-escalation and crisis prevention training is desired.

 

EDUCATION:

• Bachelor’s degree or higher in Education or a related field required

CERTIFICATES & LICENSES:

• Valid Oregon teaching license with Special Education endorsement (or ability to obtain)
• CPR/First Aid certification (or ability to obtain)
• Ability to complete required de-escalation and crisis prevention training (e.g., Mandt)
• Meets the standards of Competent and Ethical Performance as outlined in Oregon Administrative Rules (OAR 584-020-0000 to 584-020-0045)

 

NOTE: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any speci?c terms or conditions of employment. The school district may add to, modify, or delete any aspect of this (or the position itself) at any time as it deems advisable.