Behavior Support Classroom Teacher

Mountain View Intermediate; Franklin (NC); On-site; USD 42,000 - 54,000; Full time

Job summary

Mountain View Intermediate seeks a Behavior Support Classroom teacher to provide structured instructional and emotional support for students with significant social-emotional and behavioral needs. The role emphasizes safety, self-regulation, and positive behavior supports.

Reporting to the principal, you will implement BIPs and IEPs where applicable, track behavior data, and collaborate with families to help students access their education.

Qualifications

• Education: Undergraduate degree in education with K-6 licensure OR Special Education licensure.
• Certifications: Ability to obtain and maintain valid certification in crisis intervention.
• Experience: Experience working with youth experiencing emotional disturbances, trauma, ADHD, Autism Spectrum Disorder, or severe behavioral difficulties is highly preferred.

Responsibilities

• Implement BIPs: Execute student-specific Behavior Intervention Plans using approved proactive strategies.
• De-escalation: Identify early behavioral triggers and use verbal de-escalation techniques.
• Crisis Management: Respond calmly during crises using approved safety protocols.
• Teach Self-Regulation: Guide students through coping mechanisms and self-soothing techniques.
• Track Behavior Metrics: Maintain daily records of behavior, targets, and triggers.

Skills

Emotional Resilience

Communication

Flexibility

Education

Undergraduate degree in education with K-6 licensure OR Special Education licensure

Job description

Starting Date: Immediately

Job Description

Job Description: Teacher – Behavior Support Classroom for Intermediate Grades

Position Summary

The Behavior Support Classroom teacher provides specialized instructional, emotional, and behavioral support to students with significant social-emotional and behavioral challenges. Working under the direct supervision of the principal, this role focuses on creating a highly structured, safe, and positive environment designed to teach self-regulation, improve social skills, and reduce crisis behaviors. The teacher plays a pivotal role in implementing Behavior Intervention Plans (BIPs) and Individualized Education Programs (IEPs), when applicable, to help students successfully access their education.

Essential Duties and Responsibilities

Behavioral Support & Crisis Intervention

• Implement BIPs: Execute student-specific Behavior Intervention Plans, utilizing approved proactive and positive behavior support strategies.
• De-escalation: Identify early behavioral triggers and utilize verbal de-escalation techniques to defuse emotional outbursts or crisis situations.
• Crisis Management: Respond calmly and firmly during physical or verbal crises, using school-approved safety and physical intervention protocols (e.g., CPI or Safety-Care) only when a student poses a danger to themselves or others.
• Teach Self-Regulation: Guide students through coping mechanisms, sensory breaks, and self-soothing techniques to promote emotional recovery and independence.
• Reinforce Expectations: Consistently apply the classroom's point sheets, token economies, or leveled behavioral reward systems.

Instructional Assistance

• Academic Modifications: Deliver academic lessons and accommodate materials under the direction of the principal.
• Small-Group Delivery: Lead individual or small-group instruction to reinforce core academic concepts and behavioral goals.
• Social Skills Coaching: Actively model and teach positive peer interactions, conflict resolution, and appropriate communication.

Data Collection & Documentation

• Track Behavior Metrics: Maintain objective, meticulous daily records of student behavior, tracking specific targets like frequency, duration, and triggers.
• Academic Progress: Help monitor and document progress toward specific academic goals and functional IEP goals (when applicable).
• Incident Reporting: Assist in compiling detailed incident reports following physical restraints, de-escalation events, or severe behavioral disruptions.

Classroom & Safety Management

• Safe Supervision: Maintain constant visual supervision of students in the classroom, during hallway transitions, lunch, and recreational periods.
• Environment Maintenance: Assist in organizing a predictable, tidy, and low-stimulus classroom environment that minimizes sensory overload.

Qualifications & Requirements

• Education: Undergraduate degree in education with K-6 licensure OR Special Education licensure
• Certifications: Ability to obtain and maintain valid certification in crisis intervention
• Experience: Experience working with youth experiencing emotional disturbances, trauma, ADHD, Autism Spectrum Disorder, or severe behavioral difficulties is highly preferred.

Required Knowledge, Skills, and Abilities

• Emotional Resilience: Ability to maintain professional boundaries and remain calm, objective, and empathetic under stressful or provocative conditions.
• Communication: Exceptional verbal communication skills to effectively collaborate with the classroom team and de-escalate students.
• Flexibility: High adaptability to rapidly changing classroom dynamics and fluid shifting between academic and behavioral management modes.

Physical Requirements

• Must be physically capable of standing, walking, crouching, kneeling, and bending for extended periods.
• Must have the physical stamina and capacity to safely implement physical crisis intervention protocols, which may include lifting, moving, or restraining students according to approved policy.

Position Type: Full-Time
Job Categories:

Special Education > Behavior Specialist / EBD

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Kiomarie Wilson , HR Coordinator
• Central Office
• Franklin, North Carolina 28734
• Phone: [phone] Ext. 1038
• Email: [e-mail]