What are the responsibilities and job description for the Teacher, Specialized Behavior Support (SBS) / EOY 24-25 position at Charlotte-Mecklenburg Schools?
THIS IS AN END OF YEAR POSITION - For all instructional positions with a start date AFTER February 28, 2025, the position will end as of June 12, 2025.
Summary: To plan, organize, and present instruction and instructional environments in which exceptional children learn subject matter and skills that will contribute to their educational, behavioral, and social emotional development.
Essential Duties: (These duties represent a sample and may vary by position.)
Minimum
Summary: To plan, organize, and present instruction and instructional environments in which exceptional children learn subject matter and skills that will contribute to their educational, behavioral, and social emotional development.
Essential Duties: (These duties represent a sample and may vary by position.)
- Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
- Demonstrates an appreciation for diversity among students, colleagues, and parents.
- Participates in faculty and professional meetings, educational conferences and teacher training workshops as required by the position.
- Collaborates with other educators to create the complete educational environment possible for students.
- Keeps attendance and grade records as required by school.
- Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior.
- Establishes clear objectives for all academic and pro-social skills lessons, communicates these goals to students, and designs instruction to support students in the acquisition of these skills.
- Meets and instructs assigned classes in the locations and at the times designated.
- Follows established school procedures for crisis or emergency situations.
- Develops and maintains Individual Education Programs (IEPs) for students modifies curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs.
- Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
- Assesses the accomplishments of students on a regular basis and provides progress reports as required; meets with parents to discuss student progress and problems.
- Administers and interprets individual educational testing using various testing materials.
- Utilizes data to ascertain progress towards academic and behavioral/emotional goals.
- Employs a variety of research based instructional techniques and technology, to meet needs and address the strengths of the individuals or student groups involved.
- Structures a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests.
- Instructs students in positive behavioral skills which meet school behavioral expectations in all settings.
- Designs and implements environmental modifications and management procedures which proactively address student behavioral expectations across all settings .
- Utilizes functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior.
- Develops behavioral intervention plans (BIPs) and IEP goals and objectives based upon the function of the inappropriate behavior, and /or manifestations designing instructional strategies for appropriate replacement behavior.
- Utilizes appropriate positive behavior intervention strategies to deescalate student behavioral excesses.
- Utilizes technology to provide individualized classroom materials, such as schedules or work tasks.
- Provides differential instruction in a variety of settings to include: one-to-one, small group and whole group.
- Utilizes principles of applied behavioral analysis to include: data collection, prompt hierarchy, preference assessment and systematic instruction.
- Performs related duties as assigned.
Minimum
- Bachelor's degree in Special Education
- State Approved training for seclusion and restraint procedures
- Master's degree in Special Education
- North Carolina Teaching License and Certification in Special Education.
- Knowledge of local, state and federal regulations and laws pertaining to exceptional children.
- Knowledge and ability to use current technology and alternate forms of communication relevant to specific disabilities. This may include low-tech and high-tech devices.
- Ability to produce communication in oral and written formats in a professional manner.
- Knowledge of classroom management and differentiation techniques.
- Knowledge of the Individual Education Program process.
- Ability to use research-based techniques in instruction and behavior management
- Ability to produce effective lesson plans
- Ability to use data analysis for instructional decision making
- Ability to comply with local, state and federal guidelines
- Ability to deliver the curriculum, and extensions of the curriculum using Inclusive Practices, as appropriate
- Ability to effectively interact with principals, co-workers, students, and parents
