Teacher, Structured Behavior Support (SBS) (2026-2027 School Year)

Spring Independent School District; Houston (TX); On-site; USD 56,000 - 69,000; Full time

Job summary

Spring ISD seeks a Structured Behavior Support (SBS) Teacher for the 2026-2027 school year at Reynolds ES in Houston, TX. The role focuses on supporting students with challenging behaviors in both general and special education settings, including direct instruction, data monitoring, and collaboration with ARD/IEP processes.

The SBS teacher will lead intensive behavioral programming, coordinate with staff and families, and ensure safe, effective learning environments.

Qualifications

• Bachelor’s degree required.
• Valid Texas teaching certificate with required special education endorsements for assignments.
• CPR and Nonviolent Crisis Intervention training (preferred).

Responsibilities

• Develops and implements behavioral services with fidelity.
• Organizes weekly SBS team meetings and shares student data.
• Supervises SBS paraprofessionals and staff development.
• Maintains Behavior Intervention Plans and ensures IEP/ARD alignment.
• Communicates with families to support behavioral goals.

Education

Bachelor’s degree

Texas teaching certificate with special education endorsements

Texas ESL teaching certificate

Job description

Teacher, Structured Behavior Support (SBS) (2026-2027 School Year)

Teacher, Structured Behavior Support (SBS) (2026-2027 School Year)

Spring Independent School District REYNOLDS ES - Houston, Texas Open in Google Maps

This job is also posted in Spring ISD

Job Details

Job ID: 5895325

Application Deadline: Posted until filled

Posted: Aug 20, 2026 5:00 AM (UTC)

Starting Date: Immediately

Job Description

Days per Year: 187

Min: $62,750

JOB TITLE: Structured Behavior Support (SBS) Teacher

REPORTS TO: Principal

WAGE/HOUR STATUS: Exempt

PAY GRADE: Teacher Salary Scale

PRIMARY PURPOSE:

The Structured Behavior Support (SBS) Teacher position is designed for the educator who strives to support and guide students who exhibit challenging emotional, physical or maladaptive social behaviors that may interfere with their ability to profit from instruction in the general education setting. The Structured Behavior Support (SBS) Teacher is responsible for providing services that range from monitoring and support facilitation, services inside the general education classroom to direct special education services outside the general education classroom as based on the level of need of the individual students monitoring and supporting of students eligible for special education as assigned by the Admission, Review and Dismissal Committee (ARD) to participate in the general education setting. Their responsibilities include providing intensive, individualized social skills instruction, monitoring student social and emotional progress in the mainstream classroom and correcting/re-teaching replacement behaviors when necessary. The SBS Teacher also provides staff (both general education and special education), administrators, and parents with resources, information and training on ways to support students in the mainstream through the implementation of Behavior Intervention Plans, behavior goals, and/or strategies to ensure the learning environment and instructional practices meet the individual needs of students.

All employees of SISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, championing the needs of our students and drive continuous improvement.

QUALIFICATIONS:

Required:

• Bachelor’s degree from accredited college or university
• Valid Texas teaching certificate with required special education endorsements for assignments

Preferred:

• One year of student teaching or approved internship
• Valid Texas teaching certificate with general education content area endorsement(s)
• Valid Texas ESL teaching certificate
• Experience working with students eligible for special education supports and services
• CPR and Nonviolent Crisis Intervention training

SPECIAL KNOWLEDGE/SKILLS:

• Knowledge of special needs students in assigned area
• Knowledge of Admission, Review and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
• General knowledge of curriculum and instruction and appropriate accommodations and modifications for students with disabilities in the general education curriculum
• Strong organizational, communication, and interpersonal skills
• Ability to work with children with disabilities
• Strong organization, communication, and interpersonal skills
• Strong technology skills including technology integration

MAJOR RESPONSIBILITIES AND DUTIES:

• Develops and implements behavioral services with fidelity.
  • Utilizes knowledge of the behavior management system
  • Requisitions materials, equipment and supplies needed for implementation of students’ behavior programming.
  • Provides behavioral instruction and oversight of academic instruction while the student is participating in orientation or re-orientation.
  • Establish/maintain regular daily or weekly parent/guardian contact.
  • Supervise data collection and analyze data to revise or refine student behavioral instruction.
  • Organize weekly SBS team meetings and share student data with team members.
  • Provide staff development regarding the behavior programming for school personnel and parents.
  • Supervise the work of the SBS paraprofessionals.
  • Utilize campus positive behavior supports and manage crisis situations
  • Maintain Nonviolent Crisis Intervention (NCI) certification
  • Attend month SBS Connections facilitated by district personnel
• Implements instructional program.
  • Utilizes knowledge of learning styles and modalities.
  • Correlates Individual Education Plans with regular education curriculum guides using the Standards Based IEP process
  • Ensures that accommodations, modifications and behavior intervention plans are implemented.
  • Designs lesson plans appropriate to each student.
• Serves as the students’ Case Manager including responsibility for:
  • Coordinates and documents the Admission, Review and Dismissal/Individual Educational Plan Committee for each student.
  • Ensures that students have appropriately written Standards Based Individualized Education Programs (SBIEP)
  • Ensures that the IEP is being implemented, with fidelity in all school settings
  • Evaluates and monitors individual student progress based on academic and behavioral data collection.
  • Participates in placement decisions based on educational, social and behavioral data presented to the committee.
  • Maintains documentation of implementation of services in accordance with the students’ Individual Educational Plans, sociological and physiological data presented to the committee.
• Assists regular school personnel in providing an appropriate educational environment for students included in the general education classroom.
  • Establishes new objectives based on the findings of the appraisal team to be presented as recommendations to the ARD committee.
  • Suggests and/ or provides alternative teaching methods.
  • Provides in class support for a specific subject area as appropriate.
  • Assessments relation between student performance and disabling condition.
  • Provides remedial or tutorial assistance to students.
• Establishes frequent communication and cooperation with the student’s family to facilitate the environmental changes necessary to premeditate learning and/or behavioral changes.
• Maintains confidential records of assigned students and completes end‑of‑year reports and other evaluations.
• Fulfills the campus duties as assigned to other teacher’s subjects only to the program needs of the special education child.
• Develops and implements Behavior Intervention Plans.
• Performs all other duties as assigned.

WORKING CONDITIONS:

The usual and customary methods of performing the job’s functions require the following physical demands: physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling, reaching/repetitive hand motions, and the ability to work with frequent interruptions. Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing, and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non‑ambulatory students. Must be able to lift at least 50lbs.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

This position is funded by Federal/ and or State grants, you understand that your employment is expressly conditioned on the availability of full funding for the position. If full funding becomes unavailable, your employment is subject to termination or nonrenewal, or reassignment as applicable.

Position Type: Full-Time

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Spring ISD Careers
• 16717 Ella Blvd
• Houston, Texas 77090-4213
• Phone: [phone]
• Email: [e-mail]

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