Behavior Support Teacher

Title: Behavior Support Teacher

Reports To: Principal

Terms of Employment: Full-Time 10 Months

Salary: NC State Salary Schedule

FSLA Exempt/Non-Exempt: Exempt

Qualifications:
• Minimum of Bachelor’s degree from a Regionally Accredited College/University,
Master's degree preferred
• Special Education certification and/or enrolled in a Residency Program working toward
licensure
• Experience working with students’ requiring a Functional Behavior Assessment (FBA)
and Behavior Intervention Plan
• Knowledge of PBIS procedures and reporting
• Knowledge of CPI Non-Violent Intervention Practices
• Applied Behavior Analysis experience and/or RBT Certification required
• Experience, commitment, and competence in teaching behaviorally and emotionally
disturbed children in a public school setting
• Knowledge of Policies and Procedures Governing Students with Disabilities and writing
Individualized Education Plans (IEPs) and FBAs.

Supervises:
• None

Essential Job Functions:
Under general supervision, performs as teacher in a regionally-based classroom for
behavior intervention and stabilization for students placed through a referral process due to
ongoing and severe crisis- based issues. Work involves collaboration with a team to assess
academic and behavioral needs of students in crisis; provision of structure, behavior
management, and a safe environment; and teaching of replacement behaviors. Develops and
implements plans to address academic and behavioral needs. Makes recommendations to home
school regarding modifications, strategies, resources, and supports. Employees are also
responsible for serving as school-wide resources for behavior support strategies. Participates in
ongoing training. Collaborates with the Principal and Behavior Support Coordinator.

The following are examples of principle duties; however, any one position may not
cover all duties listed and examples may not cover all duties an employee is expected to perform.
• Focuses on teaching appropriate replacement behaviors including social skills, character
education, anger management, etc
• Collects data on progress toward goals; monitors and assesses behavior plans, modifies as
necessary
• Collaborates with and communicates effectively with students, family members, school
personnel, community resources, and natural supports
• Collaborate with general education teachers to provide specially designed instruction
• Responsible for modification of instruction to meet academic goals for assigned students
• Complete all IEP paperwork and Behavior Intervention Plans by the compliance due date
• Required to attend school-based PLC and staff meetings
• Makes recommendations to staff regarding IEP goals and objectives, interventions and
strategies for success upon return to home school
• Provides consultation to school staff and school-based team on individual behavior
strategies classroom management techniques, and school-wide behavior supports
• Effectively work with and respond to people from diverse cultures or backgrounds
• Maintain a strong connection to Positive Behavior Intervention System
• Observing students in the classroom to develop a better understanding of their needs
• Ability to provide coaching, skills training, and other supports to teachers and staff
working with students with behavioral concerns
• Demonstrate working knowledge of relationship between district, school-wide,
classroom, and individual student core behavioral strategies
• Provide behavioral consultation to school staff on individual students and classroom
management
• Develops and modifies Functional Behavior Assessments and Behavior Intervention
Plans including the development of effective data collection systems
• Participate in professional development opportunities as related to job description
• Maintain confidentiality and comply with all pertinent federal, state, and district
regulations and policies
• Knowledge of principles of classroom management
• Knowledge of the curriculum from N.C. Standard Course of Study
• Knowledge of methods of adapting instruction, equipment, and tools for children with
special needs
• Ability to maintain order and discipline in a classroom
• Ability to motivate students
• Ability to maintain safety and well-being of students
• Knowledge of procedures to follow in the event of an emergency
• General knowledge of student handbook rules
• Ability to maintain files and records.
• Ability to comply with required timelines.
• Ability to understand and follow oral and written instructions.
• Ability to establish and maintain effective working relationships as necessitated by work
assignments
• Performs other related work as required or assigned

Physical and Cognitive Requirements:
The major physical and cognitive requirements listed below are applicable to the
Behavior Support Teacher job classification within the Exceptional Children’s Program of Hoke
County Schools.

The employee is frequently required to walk; sit; use hands for fine manipulation, handle
or feel and reach with hands and arms; use a keyboard and monitor. The employee is frequently
required to stand and stoop, kneel, crouch or crawl. The employee must be able to regularly lift
25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include
close vision, distance vision, color vision, ability to adjust focus and peripheral vision.
The noise level in the work environment is generally low to moderate, but occasionally
high depending on student population and activities. The employee is occasionally exposed to
wet or humid conditions and outdoor weather conditions. Employees may be exposed to blood
borne pathogens.

The work environment characteristics described here are representative of those an
employee encounters while performing the essential functions of this job.
Work in this classification is considered light physical work requiring the exertion of up
to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to
move objects.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills,
duties, requirements, efforts, functions or working conditions associated with the job. This job
description is not a contract of employment or a promise or guarantee of any specific terms or
conditions of employment. The school district may add to, modify, or delete any aspect of this
job (or the position itself) at any time as it deems advisable.

Must be able to:
• Prepare, read and comprehend a variety of job related forms, reports, spreadsheets, maps,
plans, records, documentation and correspondence in all languages required by the job
• Understand and conform to all rules of punctuation, grammar, diction and style
• Speak to individuals or groups of people with poise, voice control and confidence
• Respond adequately to inquiries or complaints
• Write using standard convention in all languages required by the job
• Apply principles of logical or scientific thinking to define problems, collect data,
establish facts and draw valid conclusions
• Apply common sense understanding to carry out instructions furnished in written, oral or
diagrammatic form
• Communicate effectively and efficiently, both orally and in writing
• Use/interpret job related terminology, mathematical formulas and functions effectively
and efficiently
• Deal with people beyond giving and receiving instructions
• Perform under stress, deal with persons acting under stress and adapt when confronted
with emergency situations
• Be sensitive to cultural differences among individuals and groups of persons
• Operate a motor vehicle
• Operate/use a variety of automated office machines and other job specific office
equipment

DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by
individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties and skills required of
the position. All employees may have other duties assigned at any time.