ECSE Behavior Support Teacher

TITLE: Early Childhood Behavior Support Teacher

Required Education and Experience:

1. Valid Iowa teaching license with endorsements in PK-3 Teacher, Regular Education/Special Education, or PK-K Early Child Special Education.
2. Five years successful teaching experience, at least two of which are in early childhood special education

   Skills, Knowledge, and Abilities:

1. Knowledge and skills in the area of behavior management, curriculum and instruction, and the ability to teach these skills to others
2. Effective oral and written communication skills.
3. Strong interpersonal skills
4. Competency working in a culturally diverse environment or the willingness to acquire these skills

BASIC FUNCTION:
The Early Childhood special education support teacher will assist early childhood special education (ECSE) teachers with instructional strategies to improve student behavior and overall student outcomes. This position requires continuous use of independent judgment. The essential functions as shown below represent only the key areas of responsibility.

ESSENTIAL FUNCTIONS:

1. Observe and support in early childhood special education and general education classrooms. Model strategies to support social emotional behavior and academics. Length and time of classroom rotation may vary. Follow-up support for teachers will be provided.
2. Teach, model, and coach the Functional Behavioral Process and the development and implementation of function-based Behavior Intervention Plans.? 
3. Conduct behavior implementation checklists for identified students in collaboration with the ECSE Social Worker.
4. Assist in problem solving, providing interventions, assessment and placement of individual students.
5. Support the early childhood MTSS process.
6. Support on-going assessment to guide instruction for individual students.
7. Provide SDI coaching to identified teachers.
8. Plan, deliver, and evaluate professional development around social skill development and teaching student behavior.  Provide and recommend professional materials for early childhood SPED classrooms.
9. Use research-based strategies to model instruction with students.
10. Attend early childhood special education meetings.
11. Analyze student achievement data to measure effectiveness of instructional models and strategies.
12. Attend and participate in designated training sessions.
13. Stay current on early childhood research. Review materials and programs to provide guidance for the early childhood SPED department.
14. Attend in and out of district conferences as assigned by supervisor.

DEPARTMENT: Student & Family Services 

REPORTS TO: Director of Early Childhood

EVALUATES: N/A
BARGAINING GROUP: DMEA

FLSA STATUS: Exempt

FT/PT: FT  DAYS: 195 or 199 contract days       HOURS: 7.75 hours/day

PHYSICAL REQUIREMENTS: Standing, walking, sitting, bending/stooping, reaching/pushing/pulling, lifting carrying

WORKING CONDITIONS: Mostly indoors with some outdoor responsibilities during recess and arrival/dismissal

All of the above duties and responsibilities are essential job functions subject to reasonable accommodation. All job requirements listed indicate the minimum level of knowledge, skills and/or ability to perform the job proficiently. This job description is not to be construed as an exhaustive statement of duties, responsibilities or requirements. Individuals may be required to perform any other job-related instructions as requested by their supervisor, subject to reasonable accommodation.

Employee Benefits Information

All candidates offered a position will be required to successfully pass a criminal background check, and a child and adult abuse registry check.  Certain positions may require fingerprinting, a drug and alcohol test, a physical capacity test and/or a motor vehicle record check. 

Approved By: Emily Behrens

Date: 04/25/2025

Salary : $52,245 - $81,529