Teacher - Growing Up Successfully (GUS) K-1 Robson Elementary School 2025-2026

• Forbes named Mesa Public Schools in their list of 2024 Best Employers in Arizona.
• East Valley Tribune names Mesa Public Schools as Best Place to Work in East Valley for multiple years. 

Job Summary:

The GUS teacher works directly and aggressively with identified students to acquire behaviors that substantially increase their social, behavioral and academic performance. These students have been identified by Behavior Services and referred and approved to attend the Tier 3 intervention of the GUS program for intensive behavior intervention and support. Under the supervision of the building principal and Director of Student Support Systems, the GUS teacher will provide diversified strategies and activities specifically designed for targeted students. The GUS teacher may also provide indirect support and direction at the school level, working to design, implement, coordinate and evaluate a comprehensive behavior support program.

Candidates must complete an on-line application which requires appropriate Arizona certification, valid IVP Arizona fingerprint clearance card, evidence of highly qualified status, three letters of recommendation, and transcript of credits.

Key Responsibilities:

This section outlines the primary duties and key responsibilities required for this role, detailing the essential tasks and functions necessary to perform the job successfully, with or without reasonable accommodations.

• Effectively support student acquisition of core curriculum and content standards identified by the State of Arizona and Mesa Public Schools
• Responsibilities will include defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents
• Facilitate team meetings with the identified student’s teachers and parents for the purpose of completing a Functional Behavioral Assessment as needed
• Facilitate team meetings that: design Behavior interventions Plans; address classroom organization, effective instruction, social skills instruction, and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity
• Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention and factors that can affect development and implementation of interventions
• Promote highly specialized positive behavior interventions in which “at risk” students thrive: behavior instruction that is explicit, intensive, accelerated and provides ample practice
• Use ongoing assessments to maintain a record of student progress
• Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings
• Regard assessment as a joint venture through which both student and teacher understanding is enhanced
• Create fair and equitable assessments to assess higher-order thinking and problem solving as well as individual skills, knowledge, and understanding
• Model good assessment processes that assist students in assessing their own work and behavior
• Provide recognition of a variety of student accomplishments and positive behaviors
• Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms
• Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive
• Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations
• Engage parents in the “student behavior intervention plan” process and empower parents by providing them with skills and techniques to support the positive behavior development of their child
• Participate in building level PLC teams and/or grade level meetings, as appropriate
• Consult with school social worker, counselor, and teachers
• Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices
• Comply with all safety policies, practices and procedures; ASPEN Certification
• Provide leadership to others through example and sharing of knowledge/skill
• Participate in building level PLC teams and/or grade level meetings, as appropriate
• Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices
• Assists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools

Required Qualifications:

To be eligible for this position, an applicant must meet the following required qualifications. Verification of these required qualifications is necessary. 

Education:

• Bachelor’s degree in education, psychology, social work or a related field
• Valid Arizona Teaching Certificate

Experience:

• Three to five years successful elementary classroom teaching experience in which the teaching of “at risk” and/or “behaviorally challenged” students were included
• Highly qualified elementary teacher with successful completion of a Behavior Specialist Certificate Program (preferred but will train the right teacher)
• Collaborating with schools, nonprofits, or community organizations to create impactful programs for youth

Skills & Competencies:

This section outlines the critical skills and competencies required to excel in this role, enabling effective performance, adaptability, and consistent achievement of job responsibilities.

• Models the attributes and skills of the MPS Portrait of a Graduate
• Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community
• Knowledge of function-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior
• Serve as a consultant to teachers, and parents
• Organize and schedule time commitments to meet demands of the job
• Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function –based interventions, and Positive Behavior Intervention Plans (PBIP)
• Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students
• Expert knowledge in research based instructional strategies and ability to implement them effectively
• Exceptional knowledge in the use of technology to support instruction
• Demonstrate ability to plan and evaluate strategies for improving instruction
• Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality
• Demonstrates exceptional skill in the roles of a teacher leader: collaborator, action researcher, reflective practitioner, and learner advocate

Work Environment & Physical Requirements:

This section outlines the work environment and physical conditions associated with this role. It includes information on whether the job involves working in an office, classroom, or other settings, and if there are physical activities like standing, walking, or lifting.

• Working in traditional classrooms within schools or community centers
• Conducting online sessions through video conferencing platforms (e.g., Zoom, Google Meet)
• May include evening or weekend work to accommodate students’ availability or special events
• Standing or walking during lessons, workshops, or presentations for extended periods
• Setting up materials, arranging classrooms, or carrying supplies (e.g., books, laptops, flip charts) – up to 40lbs

Equal Opportunity Employer Statement:  

Mesa Public Schools is an equal opportunity employer and complies with all applicable federal, state, and local laws regarding equal employment opportunity and anti-discrimination. The District strictly prohibits and does not tolerate discrimination against employees, applicants, or any other covered persons because of race, color, religion, creed, national origin or ancestry, ethnicity, sex (including gender, pregnancy, sexual orientation, and gender identity), age, physical or mental disability, citizenship, past, current, or prospective service in the uniformed services, genetic information, or any other characteristic protected under applicable federal, state, or local law.

Applicants and employees may contact Human Resources to request reasonable accommodations needed to perform the essential functions of this position.

Salary : $65 - $1,000