Teacher Special Education-Centralized Behavior Program 2026-2027

Oracle Taleo; Texas; On-site; USD 48,000 - 62,000; Full time

Job summary

Oracle Taleo in Texas seeks a Teacher for the Centralized Behavior Program to educate elementary students with significant emotional and behavioral needs. The role requires a strong background in behavior interventions, daily SEL instruction, and collaboration with families and staff.

Responsibilities include planning developmentally appropriate lessons, maintaining progress records, and applying ABA strategies with supervision.

Qualifications

• Bachelor’s degree in Education or related field is required.
• Texas Education Agency teaching certification appropriate to subject and grade level is required.
• Special Education Certification EC-12 is required.
• CPI de‑escalation/restraint certification must be obtained within 30 days of starting.
• ABA training must be completed within one year of hire.

Responsibilities

• Maintain a highly structured classroom with consistent routines.
• Deliver daily SEL lessons based on evidence-based practices.
• Document student progress daily and maintain records (IEPs, data collection).
• Develop and implement developmentally appropriate lessons aligned to IEPs and TEKS.
• Use adaptive equipment and ARD documentation to support learning and communication.
• Provide behavioral strategies per ARD and intervene with supported restraint if needed.
• Collaborate with parents and staff to support student goals.

Skills

De‑escalation CPI

ABA training

Driver's license with CDL

Coaching experience

Restorative Practices

Education

Bachelor's degree in Education or related field

Texas Teaching Certification appropriate to subject/grade

Special Education Certification EC-12

CPI certification within 30 days

ABA training within 1 year of hire

Job description

Job Overview

The Teacher Special Education-Centralized Behavior Program, will provide instruction in academic, behavior, communication, independent living, life, social and personal care skills to elementary-aged students with significant emotional and behavioral, cognitive, and/or communicative disabilities, using a variety of evidence-based academic and social-emotional based teaching techniques, materials and equipment. Students served in the Centralized Behavior Program may exhibit a high level of external behavior outbursts such as physical and/or verbal aggression, elopement and property destruction. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program.

Position Description

Essential Duties and Responsibilities

Service Delivery

• Hold a strong background or desire to work successfully with students with significant emotional, behavioral and cognitive disabilities, which can include extreme physical and/or verbal aggression to self and/or others
• Is knowledgeable and can apply research-based curriculum and interventions for students based on their emotional needs, including conducting daily, research-based Social Emotional Learning (SEL) lessons on a daily basis
• Conduct instructional activities which promote and develop successful learning, for multiple grade levels of students
• Provide consistent expectations and routines to facilitate a highly-structured environment
• Can serve as a positive role model for students by demonstrating skills from which students can emulate
• Demonstrate exceptional interpersonal relationship and professionalism with students, staff, parents and administrators
• Document ongoing student progress daily, retain and maintain accurate records, including but not limited to daily and weekly progress/activity summaries to parents of students in the program, as well as regular data collection on IEP targets and behavior (skill development and mastery)
• Administer and analyze student assessment appropriately, including but not limited to informal criterion/norm referenced assessments, such as Ren360, ABLLS, and other informal assessment measures
• Prepare, organize and implement lesson plans that are developmentally age-appropriate and individualized, based on the student IEPs, including behavior intervention plans and adaptations of materials and curriculum
• Use appropriate adaptive equipment and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning
• Provide behavioral strategies as indicated in students’ ARD documents (e.g., reinforcements, consequences, contingencies)
• Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming themselves or others
• Implement Applied Behavior Analysis interventions under the supervision of a Board Certified Behavior Analyst (BCBA) as part of the need for each individual student
• Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) may be more than 50% of the work day

Compliance

• Safeguard confidentiality with regard to students with disabilities
• Provide instruction and other professional activities which are consistent with the requirements of state and federal laws
• Prepare paperwork for and actively participate in Admission, Review, Dismissal (ARD) meetings
• Adhere to all federal, state and local laws, regulations and policies
• Maintain appropriate documentation and conduct tasks related to the District’s Medicaid reimbursement program

Program Support

• Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Independent Education Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS), which include but are not limited to Present Levels of Academic Achievement and Functional Performance (PLAAFPs), Behavior Intervention Plans (BIPs), Autism and transportation supplements, and other individual IEP support components
• Direct and oversee the activities of educational setting paraprofessional(s), aide(s), volunteer(s), or peer tutor(s)
• Communicate effectively with internal and external stakeholders to advance the mission and vision of the Centralized Behavior Program
• Participate in and attend professional learning communities that prioritize student and adult learning
• Participate in appropriate professional development activities as required or assigned
• Promote a positive, inclusive culture and climate through collaboration
• Provide transition support and services to students returning to home campus and/or transitioning from an out-of-district placement

If the position is tied to coaching a UIL sport, the following essential duties and responsibilities are applicable to coaching:

• Perform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program
• Possess knowledge and adheres to UIL rules and regulations
• Assist the Athletic Department with budget, schedules, care/use of facilities
• Communicate with the Athletic Department on a regular basis

Supervisory Responsibilities

• None

Qualification Requirements

To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.

• Bachelor’s degree Education or related field
• Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment Appropriate content area certification for the subject and grade level of the assignment, or demonstrate competency through the state’s 2010 and 2011 High Objective Uniform State Standard of Evaluation (HOUSSE)
• Valid Special Education Certification EC-12
• De-Escalation/Restraint Certification Crisis Prevention Intervention (CPI) certification required within 30 days of providing instruction (district-provided training)
• Applied Behavior Analysis (ABA) training required within one year of hire date
• Valid Driver’s license with CDL Certification preferred if coaching a UIL sport
• Coaching experience preferred if coaching a UIL sport
• Trained in the area of Restorative Practices preferred

Physical Requirements/Working Conditions

The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.

The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.

Additional Information

• The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands‑on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students’ behavior, which can include aggression, self‑injurious behaviors, disruptive behaviors, and self‑stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre‑teen and teen illnesses.