Adaptive Behavior Teacher

Sylvania; Crockett (TX); Sur place; USD 50 000 - 75 000; Plein temps

Résumé du poste

Sylvania is seeking an Adaptive Behavior Teacher to provide specially designed instruction for students with significant disabilities in a Texas setting. The role emphasizes functional academics, communication, social-emotional development, self-regulation, and independent living skills within a structured, inclusive learning environment.

The teacher will collaborate with families, general education staff, related services, paraprofessionals, and administrators to ensure consistent,

Qualifications

• Bachelor's degree from an accredited college or university.
• Valid Texas Special Education teaching certification appropriate to the assignment, or eligibility for certification as required by TEA.
• Experience with students with significant disabilities and IEPs preferred.
• CPR/First Aid and CPI certifications or willingness to obtain.

Responsabilités

• Demonstrate integrity and professional conduct in all interactions.
• Provide specially designed instruction based on student needs and IEP goals.
• Develop and implement instructional strategies for functional academics, communication, and self-regulation.
• Implement each student's IEP and maintain documentation of services and progress.
• Develop measurable IEP goals in collaboration with ARD committee.
• Collect and analyze student data to monitor progress and adjust instruction.
• Implement behavior support plans consistently and per district procedures.
• Provide instruction in personal responsibility, self-care, communication, social skills, and independent living.
• Use visual supports, schedules, and assistive tech to increase independence.
• Collaborate with general education teachers for inclusion and LRE.
• Work with diagnosticians, SLPs, OTs, PTs, counselors, and other staff.
• Train paraprofessionals on instructional and safety needs.
• Maintain confidentiality and FERPA compliance.
• Attend ARD/IEP meetings with accurate progress data.
• Assist in transition planning for post-secondary outcomes.
• Support students in applying functional skills across environments.
• Ensure safety and respond to medical/behavioral concerns per district procedures.
• Maintain accurate attendance, grades, and progress documentation.
• Communicate regularly with parents/guardians about progress and needs.
• Perform other duties as assigned by supervisor.

Connaissances

Special ed laws

IEP goals

Data analysis

Communication

Collaboration

Behavior support

Safety procedures

Autism strategies

AAC knowledge

Adaptive instruction

Formation

Bachelor's degree

Texas Special Education certification

Description du poste

Primary Purpose:

The Adaptive Behavior Teacher provides specialized instruction and support to students with significant disabilities and/or behavioral, developmental, communication, and adaptive needs. The teacher is responsible for developing and implementing individualized instruction based on each student's IEP, with an emphasis on functional academics, communication, social-emotional development, self-regulation, independent living skills, and positive behavior.

The Adaptive Behavior Teacher creates a structured, supportive, and inclusive learning environment that promotes student independence, meaningful participation, and successful access to the educational environment. The teacher collaborates with families, general education teachers, related-service providers, paraprofessionals, campus administrators, and other staff to ensure that students receive consistent, individualized support.

Qualifications:

Education:

• Bachelor's degree from an accredited college or university.
• Valid Texas Special Education teaching certification appropriate to the assignment, or eligibility for appropriate certification as required by the Texas Education Agency.

Experience:

• Experience working with students with significant disabilities, autism, developmental disabilities, behavioral needs, or other complex support needs preferred.
• Experience implementing individualized education programs and behavior-support strategies preferred.

Certifications/Licenses:

• Valid Texas teaching certificate appropriate to the assignment.
• CPR/First Aid certification, or willingness to obtain certification as required by the district.
• CPI (Crisis Prevention), or willingness to obtain certification as required by the district.

Physical Demands:

• Must be able to assist students with mobility, positioning, personal care, and other physical needs as appropriate to the assignment.
• Must be able to lift, transfer, or physically assist students and equipment when required and in accordance with district procedures.
• Must be able to respond appropriately to student behavioral or safety concerns, including physical aggression and dysregulation.

SPECIAL KNOWLEDGE/SKILLS/ABILITIES:

• Knowledge of special education laws, regulations, and best practices.
• Knowledge of individualized instruction and evidence-based practices for students with significant disabilities.
• Knowledge of functional academics, adaptive skills, communication, social-emotional learning, and positive behavior supports.
• Ability to develop, implement, monitor, and revise IEP goals and instructional plans.
• Ability to collect, analyze, and use student data to guide instruction and monitor progress.
• Ability to implement behavior intervention plans and positive behavior-support strategies.
• Ability to utilize visual supports, schedules, communication systems, assistive technology, and other individualized supports.
• Ability to communicate effectively with students, parents/guardians, staff, and administrators.
• Ability to maintain accurate records and documentation.
• Ability to work collaboratively as a member of a multidisciplinary team.
• Ability to maintain confidentiality.
• Ability to remain calm and exercise sound judgment during challenging or stressful situations.
• Ability to establish positive relationships with students and families.
• Knowledge of augmentative and alternative communication (AAC) systems preferred.
• Knowledge of autism-specific instructional and behavioral strategies preferred.

Major Responsibilities and Duties:

1. Demonstrate integrity, professionalism, and ethical conduct in all interactions.
2. Provide specially designed instruction based on individual student needs, IEP goals, present levels of performance, and assessment data.
3. Develop and implement effective instructional strategies addressing functional academics, communication, social skills, self-regulation, behavior, adaptive skills, and independent living skills.
4. Implement each student's IEP as written and maintain appropriate documentation of services, accommodations, modifications, and progress.
5. Develop meaningful, measurable, and individualized IEP goals and objectives in collaboration with the ARD committee.
6. Collect, document, and analyze student data regularly to determine progress toward IEP goals and make appropriate instructional adjustments.
7. Implement behavior intervention plans and positive behavior-support strategies consistently and in accordance with district procedures.
8. Provide instruction and support in areas such as personal responsibility, self-care, communication, social interaction, emotional regulation, safety, vocational readiness, and independent living.
9. Utilize appropriate visual supports, schedules, prompting strategies, reinforcement systems, sensory supports, assistive technology, and communication systems to increase student independence and engagement.
10. Provide opportunities for students to participate meaningfully with nondisabled peers and in general education and schoolwide activities when appropriate.
11. Collaborate with general education teachers to support inclusion, accommodations, modifications, and successful student participation in the least restrictive environment.
12. Work collaboratively with diagnosticians, speech-language pathologists, occupational therapists, physical therapists, counselors, behavior specialists, nurses, administrators, paraprofessionals, and other service providers.
13. Provide direction, training, and support to paraprofessionals regarding student instructional, behavioral, communication, and safety needs.
14. Supervise and maintain a safe, structured, and positive classroom environment that promotes dignity, independence, and student success.
15. Maintain accurate records related to attendance, grades, IEP services, progress monitoring, behavior data, instructional activities, and other required documentation.
16. Communicate regularly and professionally with parents/guardians regarding student progress, concerns, accomplishments, and educational needs.
17. Participate in ARD/IEP meetings and provide accurate information regarding student performance, progress, needs, and recommendations.
18. Assist in the development and implementation of transition plans that promote post-secondary education, employment, community participation, and independent living skills as appropriate.
19. Assist students in developing functional skills that can be generalized across school, home, community, and future employment environments.
20. Monitor student safety and appropriately respond to medical, behavioral, emotional, and other student needs according to district procedures and individual student plans.
21. Maintain strict confidentiality of student information and comply with FERPA, IDEA, Section 504, and other applicable state and federal laws and regulations.
22. Participate in professional development, staff meetings, campus activities, and special education training as assigned.
23. Maintain punctuality in daily work times, appointments, ARD meetings, and other assigned responsibilities.
24. Maintain a positive and professional tone in all communication, including email, written, and verbal communication.
25. Comply with district policies, procedures, state and federal laws, and regulations.
26. Meet regular and predictable attendance requirements.
27. Adhere to all district safety policies and procedures.
28. Perform other duties as assigned by the supervisor.