Job Goal: Instructs students in activities designed to promote social, physical, and intellectual growth in the subject matter and skills that will contribute to their development as mature, able and responsible men and women. Contract: One hundred eighty one (181) contract days / temporary contract.
Salary: District scale.
Evaluation: Performance of this job will be evaluated by the Site Principal in accordance with the provisions of the Board's policies and state law.
EDUCATION AND/OR EXPERIENCE: Bachelor of Arts in educational area of major study.
CERTIFICATES, LICENSES, REGISTRATIONS: Valid Oklahoma teaching certificate in area of study.
The role of a Cimarron Middle School moderate behavior teacher in special education with a focus on Multi-Tiered Systems of Support (MTSS) and inclusion practices is multifaceted and critical for supporting the diverse needs of students with behavioral challenges. Here are some key job role expectations for our position:
1. Instructional Planning and Delivery:
- Develop and implement Individualized Education Programs (IEPs) tailored to each student's unique needs, including behavioral goals and strategies.
- Design and deliver instruction that addresses academic, behavioral, and social-emotional learning goals, utilizing evidence-based practices and differentiation strategies.
- Collaborate with general education teachers to ensure alignment of curriculum and accommodations/modifications to support students in inclusive settings.
2. Behavioral Intervention and Support:
- Conduct functional behavior assessments (FBAs) to identify the root causes of challenging behaviors and develop behavior intervention plans (BIPs) to address them.
- Implement proactive strategies and evidence-based interventions to promote positive behavior and prevent escalation of challenging behaviors.
- Provide direct instruction and modeling of social skills, emotional regulation strategies, and conflict resolution techniques.
3. Data Collection and Progress Monitoring:
- Collect data on student behavior, academic performance, and progress toward IEP goals to inform instructional decision-making and intervention planning.
- Utilize data analysis tools and techniques to monitor student progress, identify trends, and adjust interventions as needed.
- Participate in MTSS meetings to review student data, collaborate with colleagues, and make data-driven decisions about tiered interventions.
4. Collaboration and Consultation:
- Collaborate with general education teachers, support staff, administrators, and families to ensure coordinated support for students with behavioral challenges.
- Provide consultation and coaching to general education teachers on inclusive practices, differentiation strategies, and behavior management techniques.
- Participate in IEP meetings, team meetings, and other collaborative forums to contribute expertise and advocate for the needs of students with behavioral challenges.
5. Professional Development and Growth:
- Engage in ongoing professional development to deepen knowledge and skills related to special education, behavior management, MTSS, and inclusive practices.
- Stay abreast of research-based practices, legal requirements, and best practices in the field of special education and behavior intervention.
- Seek out opportunities for collaboration, networking, and peer learning with colleagues in the field of special education and behavior support.
6. Cultural Competence and Equity:
- Demonstrate cultural competence and sensitivity in working with students, families, and colleagues from diverse backgrounds.
- Advocate for equity and inclusion by addressing systemic barriers, promoting access to resources and opportunities, and fostering a welcoming and inclusive school culture for all students.
7. Documentation and Compliance:
- Maintain accurate and up-to-date records of student progress, behavior incidents, IEP documentation, and communication with stakeholders.
- Ensure compliance with federal and state regulations, district policies, and special education laws, including Individuals with Disabilities Education Act (IDEA) requirements.
8. Crisis Intervention and Support:
- Respond effectively to crisis situations, including de-escalation techniques, crisis management protocols, and collaboration with school-based support staff or external agencies as needed.
- Provide emotional support and counseling to students experiencing behavioral or emotional crises, in collaboration with school counselors or mental health professionals.
By fulfilling these job role expectations, a middle school moderate behavior teacher in special education can make a significant impact on the academic, social, and emotional growth of young scholars with behavioral skill deficits, while promoting inclusive practices and supporting the overall mission of the school: Learning for All.
