Elementary Behavior Classroom Teacher (K–6) – Mild Intervention Specialist Levels Program

North Newton School District; Lake Village (OK, AR); On-site; USD 40,000 - 55,000; Full time

Benefits offered by this job

Supportive team environment

Opportunities for professional growth

Access to supportive staff

Job summary

North Newton School District is seeking a dedicated Elementary Behavior Classroom Teacher (K–6) for a full-time position. The ideal candidate will work closely with students having behavioral and emotional needs, utilizing individualized instruction to foster academic and emotional growth.

The role requires a valid Mild Intervention Specialist Teaching License, strong communication skills, and an ability to create a supportive classroom environment. Join us in making a meaningful impact on the lives of students in Oklahoma.

Qualifications

• Experience working with elementary-aged students preferred.
• Ability to build positive relationships with students, families, and staff.
• Commitment to equity, inclusion, and student growth.

Responsibilities

• Provide differentiated academic instruction aligned with state standards.
• Develop and implement Individualized Education Programs (IEPs).
• Utilize positive behavior intervention and support strategies (PBIS).
• Create and maintain a structured, supportive classroom environment.
• Communicate regularly with families regarding student progress.

Skills

Behavior management strategies

Trauma-informed practices

Strong communication skills

Collaboration skills

Relationship building

Education

Valid Mild Intervention Specialist Teaching License

Job description

Elementary Behavior Classroom Teacher (K–6) – Mild Intervention Specialist Levels Program JobID: 599

Full-Time | Kindergarten through 6th Grade | Mild Intervention Teaching License required

Position Overview

We are seeking a compassionate, structured, and student-centered educator to serve as the teacher in an elementary behavior support classroom for students in grades K–6. The ideal candidate is committed to building strong relationships, implementing positive behavior supports, and creating a safe, engaging learning environment where all students can succeed academically, socially, and emotionally. This position supports students with behavioral and emotional needs through individualized instruction, behavior intervention strategies, and collaboration with families and support staff.

Responsibilities

• Provide differentiated academic instruction aligned with state standards for students in grades K–6
• Develop and implement Individualized Education Programs (IEPs)
• Utilize positive behavior intervention and support strategies (PBIS)
• Create and maintain a structured, supportive classroom environment
• Collect and monitor academic and behavioral data to inform instruction and interventions
• Collaborate with general education teachers, intervention specialists, school counselors, behavior specialists, and administrators
• Communicate regularly with families regarding student progress and behavior goals
• Support students in developing social‑emotional regulation and conflict‑resolution skills
• Participate in IEP meetings, professional development, and multidisciplinary team meetings

Qualifications

• Valid Mild Intervention Specialist Teaching License
• Experience working with elementary‑aged students preferred
• Knowledge of behavior management strategies and trauma‑informed practices
• Strong communication, organization, and collaboration skills
• Ability to build positive relationships with students, families, and staff
• Commitment to equity, inclusion, and student growth

Preferred Qualifications

• Experience in behavior‑focused or self‑contained classroom settings
• De‑escalation or crisis intervention training
• Familiarity with PBIS, restorative practices, and social‑emotional learning frameworks

What We Offer

• Supportive team environment
• Opportunities for professional growth and training
• Access to behavior and instructional support staff
• Meaningful work making a direct impact on student success