THRIVE Social Development Teacher

Job Description

Job Description

THRIVE Academy - Manson Northwest Webster CSD Grades Served: Middle School & High School Position Type: Full-Time Teaching Position Location: THRIVE Academy - Manson, Iowa Reports To: Principal / Building Administrator

THRIVE Academy is a therapeutic, trauma-informed educational program serving students with academic, behavioral, social-emotional, and mental health needs. The Social Development Teacher provides explicit instruction in social-emotional learning, behavioral regulation, interpersonal communication, and independent functioning skills to support student success in school, community, and life settings.

Position Summary

The Social Development Teacher is responsible for developing and delivering structured, skill-based instruction aligned to Iowa Social-Emotional Learning Competencies and the State SCED Code for Social Development Instruction. This position focuses on teaching students the social, emotional, behavioral, and independent living skills necessary for successful participation in school, relationships, employment, and community environments.

Instruction emphasizes self-regulation, decision-making, conflict resolution, communication, self-advocacy, coping strategies, relationship-building, and appropriate situational behavior. The teacher works collaboratively with special education staff, counselors, student support personnel, administrators, families, and partner districts to support student growth and successful reintegration into less restrictive environments when appropriate.

Essential Duties & Responsibilities

Instruction & Curriculum

• Plan and deliver explicit instruction in social-emotional learning and social development skills for middle school and high school students.
• Develop lessons aligned to Iowa SEL Competencies and individualized student behavioral, emotional, and social needs.
• Teach skills related to:
  • Self-regulation and emotional awareness
  • Coping strategies and stress management
  • Communication and self-expression
  • Decision-making and problem-solving
  • Conflict resolution and relationship-building
  • Respecting boundaries, rules, and expectations
  • Social judgment and situational behavior
  • Self-advocacy and independence
  • Community readiness and functional life skills
• Differentiate instruction to meet varying academic, behavioral, developmental, and emotional functioning levels.
• Incorporate restorative practices, trauma-informed strategies, and relationship-based teaching practices into daily instruction.
• Utilize engaging instructional methods including role play, collaborative learning, modeling, guided practice, and real-world application activities.

Student Support & Behavioral Intervention

• Create a structured, safe, supportive, and therapeutic classroom environment.
• Support students in developing replacement behaviors, emotional regulation skills, and positive coping strategies.
• Implement de-escalation and co-regulation strategies during times of student dysregulation.
• Reinforce behavioral expectations and positive social interactions throughout the school day.
• Collaborate with student support staff and special education teams to implement intervention plans and behavior supports.
• Maintain high expectations while providing individualized supports for student success.

Collaboration & Communication

• Collaborate with teachers, counselors, student support staff, paraprofessionals, administrators, and outside service providers.
• Participate in IEP meetings, problem-solving teams, behavior planning meetings, and multidisciplinary collaboration.
• Maintain regular communication with families and partner districts regarding student progress and needs.
• Support school-wide PBIS, restorative, and trauma-informed initiatives.

Assessment & Documentation

• Monitor student progress toward social-emotional, behavioral, and functional skill goals.
• Maintain accurate records of student performance, progress monitoring, interventions, and communication.
• Utilize behavioral and SEL data to guide instructional planning and intervention decisions.
• Assist in documenting accommodations, modifications, and progress toward IEP and intervention goals.

Professional Responsibilities

• Participate in ongoing professional learning related to trauma-informed care, SEL, behavior intervention, mental health, and therapeutic education.
• Demonstrate professionalism, flexibility, collaboration, and relationship-centered practices.
• Maintain confidentiality and comply with district, state, and federal requirements.

Qualifications

Required

• Valid Iowa Teaching License
• Ability to build positive relationships with students experiencing behavioral, emotional, and academic challenges
• Strong communication, collaboration, and classroom management skills
• Commitment to trauma-informed and relationship-based educational practices

Preferred

• Endorsements or experience in Special Education, Behavioral Disorders, Social-Emotional Learning, At-Risk Education, or Counseling-related fields
• Experience working with students impacted by trauma, mental health challenges, or behavioral disabilities
• Knowledge of restorative practices, MTSS, SEL frameworks, and de-escalation strategies

Physical Requirements

• Ability to actively supervise students in the classroom and school environments