Associate Behavior Teacher

Associate Behavior Teacher

Assist the Structured Support Classroom Teacher in planning and implementing instructional, behavioral, social-emotional, and self-regulation supports for students with significant behavioral, emotional, and social needs. Support students in accessing instruction, developing emotional regulation skills, and successfully participating in the school environment.

Work under the supervision of the campus principal and the immediate direction of the certified special education teacher to provide instructional assistance, behavior intervention support, crisis prevention, and supervision in a highly structured classroom environment. Collaborate closely with the lead teacher to ensure consistent implementation of instructional and behavioral programming and assume responsibility for leading the classroom, delivering instruction, and managing classroom operations when the lead teacher is absent or temporarily unavailable.

Structured Support Classroom (SSC)

The Structured Support Classroom provides specially designed instruction and behavioral support for students who demonstrate significant emotional regulation, behavioral, and social skill deficits that impact academic success.

The classroom environment is highly structured and focuses on:

• Emotional regulation
• Social skills development
• Positive behavior supports
• Academic instruction
• Coping and self-management skills
• Safe and supportive learning environments

Students receive individualized behavioral and instructional supports designed to help them build independence and successfully participate in school settings to the maximum extent appropriate.

Qualifications

Education/Certification

• High School Diploma or GED required
• Bachelor's degree or completion of paraprofessional certification requirements/special education certification preferred
• Nonviolent Crisis Intervention training preferred or willingness to obtain training

Special Knowledge/Skills

• Ability to work effectively with students exhibiting behavioral and emotional challenges
• Ability to remain calm and maintain emotional control during crisis situations
• Ability to follow verbal and written instructions
• Ability to communicate effectively with students and staff
• Knowledge of positive behavior intervention strategies preferred
• Ability to build positive relationships with students
• Ability to work collaboratively as part of a team
• Ability to maintain confidentiality

Experience

• Experience working with children preferred
• Experience working with students with disabilities or behavioral needs preferred

Major Responsibilities and Duties

Student Support and Behavior Management

1. Assist in implementing behavior intervention plans (BIPs), classroom behavior systems, and emotional regulation supports.
2. Support students in developing coping skills, emotional regulation strategies, self-management, and appropriate social interactions.
3. Assist with de-escalation and crisis intervention strategies during behavioral incidents.
4. Intervene in crisis situations and assist with approved physical restraint procedures only as trained and directed when necessary for student safety.
5. Help create and maintain a safe, structured, and supportive learning environment.
6. Build positive relationships with students while maintaining consistent expectations and boundaries.
7. Supervise students throughout the school day including classroom transitions, lunch, recess, specials, hallways, arrival/dismissal, and community-based instruction activities as assigned.
8. Assist students with physical needs and personal care as needed, including feeding, toileting, hygiene, positioning, and mobility support.
9. Recognize and respond appropriately to students' emotional, behavioral, communicative, sensory, and physical needs.
10. Support students during transitions to less restrictive environments and general education settings when appropriate.

Instructional Support

1. Work with individual students and small groups to reinforce academic, behavioral, and social-emotional instruction as directed by the teacher.
2. Assist with implementation of instructional activities, accommodations, and modifications identified in students' IEPs.
3. Support students with organization, task completion, classroom routines, and participation in instructional activities.
4. Assist with preparation and organization of classroom materials, visual supports, schedules, and reinforcement systems.
5. Collect behavioral and instructional data as directed by the teacher.
6. Assist with supervision and implementation of sensory breaks, calming strategies, and structured classroom routines.
7. Help maintain classroom organization and instructional areas conducive to learning.
8. Keep the teacher informed regarding student progress, behavioral concerns, and special needs.

Communication

1. Maintain professional and positive relationships with staff, students, and parents.
2. Use effective verbal and written communication skills.
3. Maintain confidentiality regarding student information and records.

Other Responsibilities

1. Participate in professional development, staff meetings, behavior training, and special events as assigned.
2. Comply with district, campus, and special education policies and procedures.
3. Assist with maintaining classroom safety procedures and emergency protocols.
4. Other duties as assigned.

Supervisory Responsibilities

None.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used

Standard office equipment including computer and peripherals; standard instructional equipment; adaptive equipment and behavior support tools used by students.

Posture

Frequent standing; kneeling/squatting; bending/stooping; pushing/pulling; twisting.

Motion

Frequent walking, reaching, and assisting students throughout the school day.

Lifting

Frequent light lifting and carrying (less than 15 pounds); occasional heavy lifting (45 pounds or more) including assisting students, implementing approved restraint procedures, supporting non-ambulatory students, and moving classroom equipment.

Environment

Work inside and outside; exposure to noise, emotional outbursts, aggressive behaviors, biological hazards, and varying weather conditions.

Mental Demands

Work with frequent interruptions; maintain emotional control under stress; respond appropriately during crisis situations.

Special Education General Employee Expectation

The Special Education Department maintains an expectation that all staff will assume shared responsibility for the health, safety, and confidentiality of all students and adults; which may include implementing, supporting, and documenting behavioral intervention strategies and/or providing school health, related, and personal care services.

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.