What are the responsibilities and job description for the Behavior Adjustment Classroom (BAC) Teacher position at Queen City Independent School District?
Reports To:
Campus Principal/Special Education Director
Job Summary:
The Behavior Adjustment Classroom (BAC) Teacher provides specialized instruction and behavioral support to students with emotional and behavioral needs in alignment with their Individualized Education Programs (IEPs). The teacher collaborates with staff, parents, and district specialists to foster a positive, structured, and supportive learning environment that promotes academic and social success.
Essential Duties and Responsibilities:1. Instructional Strategies:
? Develop and implement individualized academic and behavioral programs based on students' IEPs.
? Use evidence-based instructional strategies and materials to support students’ academic progress.
? Integrate social-emotional learning (SEL) into daily instruction.
2. Classroom Management:
? Maintain a structured and consistent classroom environment tailored to students with behavioral needs.
? Implement Positive Behavioral Interventions and Supports (PBIS) and crisis prevention strategies, such as CPI or TBSI training techniques.
? Monitor and document student behavior, progress, and incidents.
3. Collaboration and Communication:
? Collaborate with general education teachers, special education staff, and related service providers to support student inclusion when appropriate.
? Communicate regularly with parents and guardians to provide updates on student progress and address concerns.
? Participate in Admission, Review, and Dismissal (ARD) committee meetings to develop, review, and adjust IEPs.
4. Behavioral Support:
? Develop Functional Behavioral Assessments (FBAs) and implement Behavior Intervention Plans (BIPs).
? Provide de-escalation and crisis intervention support to students as needed.
? Teach and model coping strategies, problem-solving skills, and conflict resolution techniques.
5. Compliance and Documentation:
? Ensure all IEP goals and objectives are implemented, tracked, and documented.
? Maintain accurate records, including attendance, grades, and progress reports.
? Follow district, state, and federal policies and regulations regarding special education.
6. Professional Development:
? Attend training and professional development sessions focused on behavior management, trauma-informed practices, and special education compliance.
? Stay informed about trends and best practices in special education and behavior management.
Qualifications:
? Education: Bachelor’s degree from an accredited college or university. Texas teacher certification in Special Education (EC-12).
? Experience: Experience working with students with emotional and behavioral disorders preferred.
? Skills and Competencies:
? Knowledge of behavior management techniques and crisis intervention strategies.
? Strong communication and interpersonal skills.
? Ability to work effectively in a team environment.
? Proficiency in adapting and differentiating instruction for diverse learners.
Working Conditions:
? Work may involve physical activities such as standing, walking, and restraining students during crisis situations.
? Classroom environment with exposure to varying levels of noise and activity.
? Flexibility to address emergencies and implement behavior interventions as needed.
Campus Principal/Special Education Director
Job Summary:
The Behavior Adjustment Classroom (BAC) Teacher provides specialized instruction and behavioral support to students with emotional and behavioral needs in alignment with their Individualized Education Programs (IEPs). The teacher collaborates with staff, parents, and district specialists to foster a positive, structured, and supportive learning environment that promotes academic and social success.
Essential Duties and Responsibilities:1. Instructional Strategies:
? Develop and implement individualized academic and behavioral programs based on students' IEPs.
? Use evidence-based instructional strategies and materials to support students’ academic progress.
? Integrate social-emotional learning (SEL) into daily instruction.
2. Classroom Management:
? Maintain a structured and consistent classroom environment tailored to students with behavioral needs.
? Implement Positive Behavioral Interventions and Supports (PBIS) and crisis prevention strategies, such as CPI or TBSI training techniques.
? Monitor and document student behavior, progress, and incidents.
3. Collaboration and Communication:
? Collaborate with general education teachers, special education staff, and related service providers to support student inclusion when appropriate.
? Communicate regularly with parents and guardians to provide updates on student progress and address concerns.
? Participate in Admission, Review, and Dismissal (ARD) committee meetings to develop, review, and adjust IEPs.
4. Behavioral Support:
? Develop Functional Behavioral Assessments (FBAs) and implement Behavior Intervention Plans (BIPs).
? Provide de-escalation and crisis intervention support to students as needed.
? Teach and model coping strategies, problem-solving skills, and conflict resolution techniques.
5. Compliance and Documentation:
? Ensure all IEP goals and objectives are implemented, tracked, and documented.
? Maintain accurate records, including attendance, grades, and progress reports.
? Follow district, state, and federal policies and regulations regarding special education.
6. Professional Development:
? Attend training and professional development sessions focused on behavior management, trauma-informed practices, and special education compliance.
? Stay informed about trends and best practices in special education and behavior management.
Qualifications:
? Education: Bachelor’s degree from an accredited college or university. Texas teacher certification in Special Education (EC-12).
? Experience: Experience working with students with emotional and behavioral disorders preferred.
? Skills and Competencies:
? Knowledge of behavior management techniques and crisis intervention strategies.
? Strong communication and interpersonal skills.
? Ability to work effectively in a team environment.
? Proficiency in adapting and differentiating instruction for diverse learners.
Working Conditions:
? Work may involve physical activities such as standing, walking, and restraining students during crisis situations.
? Classroom environment with exposure to varying levels of noise and activity.
? Flexibility to address emergencies and implement behavior interventions as needed.
