"Alerted.org

Special Education Behavior Teacher – Alternative Behavior Program JobID: 519

+ Position Type:

Middle School Teaching/ Special Education Teacher - Strat II LD/BD

+ Date Posted:

1/14/2026

+ Location:

Woodside Middle School

+ Date Available:

7/1/26

Special Education Behavior Teacher – Alternative Behavior Program

Professional/Instructional/Certified – Teacher

Reports to: Building Principal

Program Overview

The Special Education Behavior Teacher serves as a core instructional leader within the district’s Alternative Behavior Program, a highly structured, therapeutic learning environment designed for students with Behavioral IEPs whose needs exceed what can be consistently met in traditional school settings. The program emphasizes consistency, intensive behavioral intervention, individualized instruction, and strong collaboration among staff, families, and service providers. Each classroom serves a maximum of six students and is supported by a dedicated team of special education associates, district behavior consultants, and administrative oversight.

Position Purpose

Under the general supervision of the building principal, the Special Education Behavior Teacher facilitates student success and growth in academic, social-emotional, and interpersonal skills through implementation of district- and state-approved curriculum; development and delivery of individualized and small-group instruction aligned to IEP goals; creation of a safe, structured, and optimal learning environment; documentation of teaching and student progress; and ongoing communication with students, families, and administration regarding progress, expectations, and goals.

Position Summary

The Special Education Behavior Teacher is responsible for designing and implementing individualized academic and behavioral programming for students with significant social-emotional and behavioral needs. This role requires expertise in behavior intervention, crisis prevention, data-based decision making, trauma-informed practices, and collaboration. The teacher provides direct instruction, oversees behavior support systems, supervises associates, and partners closely with the program team to ensure student growth, safety, and successful outcomes.

Essential Duties and Responsibilities Instruction & Curriculum

+ Provide specialized academic instruction aligned with IEP goals using differentiated, individualized, and small-group instructional models.

+ Develop lesson plans and instructional materials; set specific objectives and carry through presentations to effectively achieve these objectives.

+ Implement project-based learning (PBL) units that promote engagement, functional academics, and real-world problem-solving.

+ Integrate social-emotional learning and CBT-based social skills instruction into daily programming.

+ Adjust instruction, pacing, and grouping based on ongoing academic and behavioral data.

+ Work cooperatively with general education staff to coordinate instructional activities, monitor student progress, and provide support instruction in regular classrooms or resource settings as assigned.

Behavior Support & Intervention

+ Develop, implement, and monitor Behavior Intervention Plans (BIPs) with fidelity.

+ Provide consistent, proactive behavior instruction focused on regulation, coping skills, and problem-solving.

+ Implement structured reinforcement systems and behavior supports aligned with program philosophy.

+ Respond to student crises using de-escalation strategies and district-approved crisis protocols.

+ Collaborate with behavior consultants, CBAT, school psychologists, therapists, and the student assistance team as needed.

Data Collection & Progress Monitoring

+ Collect, interpret, and analyze academic and behavioral data to guide instructional and intervention decisions.

+ Monitor student progress toward IEP goals and behavior targets.

+ Maintain accurate documentation related to interventions, incidents, and progress reporting.

+ Maintain records of students’ educational progress and summarize for reporting purposes.

Collaboration & Communication

+ Work closely with special education associates to ensure consistent implementation of behavior supports; provide direction, modeling, and feedback.

+ Communicate with parents/guardians through conferences and other means to inform them about the school program and discuss student progress.

+ Participate in IEP meetings, team meetings, and program development activities.

+ Meet at least annually with the case manager, parents, and other professional staff to review and revise the IEP and placement.

+ Coordinate with sending buildings to support transitions, reintegration planning, or changes in placement.

Program Development & Leadership

+ Support the ongoing development and refinement of the Alternative Behavior Program.

+ Participate in district and school-level planning, curriculum development, faculty meetings/committees, and training activities.

+ Maintain a safe, structured, and predictable classroom environment and establish standards of student behavior conducive to learning.

+ Make effective use of community resources to enhance the instructional program.

+ Uphold district policies, special education law, and ethical standards.

Professional Responsibilities

+ Maintain professional competence and continuous improvement through in-service education and other professional growth activities.

+ Perform other duties within the scope of employment and certification as assigned.

Knowledge, Skills, and Abilities

+ Deep understanding of behavior as a form of communication.

+ Ability to design and maintain highly structured learning environments.

+ Strong data analysis, progress-monitoring, and report-preparation skills.

+ Ability to prepare lesson plans, organize meaningful instructional programs, and prepare assessments.

+ Ability to evaluate educational achievement and differentiate assignments according to interests and abilities.

+ Effective communication with students, families, and staff; ability to maintain favorable public relations.

+ Flexibility, patience, and resilience when working with high-need populations.

+ Ability to manage crisis situations calmly and effectively.

Qualifications Required

+ Valid State Teaching License with K–12 Instructional Strategist II (BD/LD) endorsement, or ability to obtain conditional endorsement.

+ Experience working with students with significant behavioral needs.

+ Strong knowledge of behavior intervention strategies and IEP implementation.

+ Commitment to collaborative, team-based problem solving.

Preferred

+ Experience with CBT-based interventions and social skills instruction (or willingness to be trained).

+ Experience in alternative, therapeutic, or self-contained educational settings.

+ Training in de-escalation and crisis response systems (or willingness to be trained).

Working Conditions

+ Small, highly structured classroom setting.

+ Frequent collaboration with associates, consultants, and administrators.

+ May include exposure to physically or emotionally challenging behaviors.

+ Requires the ability to respond quickly and appropriately to behavioral crises.

Program Commitment

The Special Education Behavior Teacher plays a critical role in advancing the district’s commitment to:

+ Providing equitable, appropriate educational opportunities for all students.

+ Reducing reliance on intensive 1:1 supports through high-quality programming.

+ Creating safe, stable, and supportive learning environments.

+ Developing sustainable, long-term solutions for students with complex behavioral needs.

Additional Information

+ Successful completion of a background check and district training is required.

+ This description is illustrative of tasks and responsibilities and is not all-inclusive.

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