Behavior Intervention Teacher Jobs

Overview

Hamilton County Schools, located in Chattanooga, TN, is working to ensure that all students thrive and experience a future without limits. We are committed to excellence for every student and are seeking outstanding leaders, teachers, support staff, and district employees who desire to make a difference in the lives of students. With nearly 75 schools, we are confident that you can find your place in Hamilton County.
Learn more about working for Hamilton County Schools at careers.hcde.org and get to know us and our strategic plan, Opportunity 2030.
The Behavior Intervention teacher will serve as a member of the support team for assigned school(s) providing direct assistance to students, staff, and families using best practices for assisting individuals and groups of students through the application of positive behavior supports or Response to Intervention behavior (RTI2-B) and Multi-tiered System of Support (MTSS). This position will prepare and support young learners’ development and readiness skills to access academic work by implementing a Developmental Readiness Program for K-1. This person is responsible for teaching one or more subjects to students and providing classroom and school-wide behavior management strategies while leading students toward the fulfillment of their potential for intellectual, emotional, social, psychological growth, and maturation.
Responsibilities

• Reviews a variety of student assessment data to ensure continuous improvement in measurable student performance and achievement.
• Communicates through the proper channels to keep appropriate personnel informed of impending problems or events of unusual nature.
• Keeps records of academic performance, attendance, and social acclimation. Reports on all aspects of student development for school records and parents; conducts parent-teacher conferences on both a regularly scheduled and as-needed basis.
• Implement strong behavior programs, plans, and strategies that are appropriate for young learners while using the Model (MTSS) and (RTI2-B)
• Develops and conducts professional development.
• Counsels students when academic difficulties or behavioral problems arise. Works with school counselor in helping students to achieve academically, emotionally, and socially.
• Participates in faculty meetings, professional development, educational conferences, and other activities that promote professional growth and student achievement.
• Continuous improvement:
• Performs other duties as assigned.
• Recommends promotion and/or placement of students in appropriate classroom situation for ensuing year.
• Create and Connect partnerships with appropriate community partners and agencies.
• Provide coaching to staff to support the implementation and fidelity of function based behavior plans.
• Maintains confidentiality.
• Maintains order in the classroom, and in conjunction with administrative staff, administers discipline when necessary to achieve proper behavior. Manages student conduct and disciplinary issues in accordance with district, state, and federal guidelines, policies, and procedures.
• May operate a motor vehicle to conduct various work activities.
• Culture
• Coordinate the re-entry of students returning from discipline and expulsion to increase access to wraparound supports and connection to school site staff and resources
• Works collaboratively with administrators, faculty, staff, and other stakeholders.
• Performs general/clerical tasks, which may include answering telephone calls, typing documents, making copies, sending/receiving faxes, filing documentation, or processing incoming/outgoing mail
• Develops function based behavior plans for students
• Shares, with other teachers and paraprofessionals, responsibility for monitoring halls, study periods, lunchroom, bus duty, assemblies, field trips, and other extracurricular activities.
• Plans and develops course of study according to school district and state curriculum guidelines. Actual curriculum must often be tailored for three or more levels of academic ability and previous achievement.
• Must teach appropriate kindergarten content and assist with transitions to and from zone school
• Supports the tiered response system of MTSS and connects Social Emotional Learning (SEL) support and SPED resources, 504 where needed.
• Follows established procedures for ensuring students are safe.
• Consults with other professionals where there appears to be evidence of learning disabilities, drug, or alcohol abuse, or problems of social adjustment. Coordinates decisions with parents concerning any specialized intervention that appears warranted.
• Collaborate with Social Emotional Department to ensure necessary services are provided for students. Attend trainings and collaborative sessions to gain additional skills and acquire best practices.
• Instructions
• Will participate on school leadership team and provide on-going support, training, and technical assistance to teachers and staff implementing Tiered Behavior/MTSS of support in the classroom and building
• Implements district, state, and federal policies, regulations, and laws.
• Adheres to the Teacher Code of Ethics as defined by Tennessee Law.
• Assist with data collection, progress monitoring, and program evacuation to determine the efficacy of behavior intervention strategies as related to MTSS and to increase safety and reduce racially disproportionate discipline, and referral
• Attends work and arrives to work on time.
• Works in conjunction with the SEL support team to address student, school, and district needs/priorities
• Prepares assignments and tests for in-school preparation and homework. Monitors, assists, corrects, and grades student performances.
• Use computers and other technology to enter and access information related to essential job functions.

Qualifications
Knowledge/Education/Experience:

• Minimum of a Bachelor’s degree with certification and Highly Qualified status as specified by state and federal standards for the teaching position held. Master’s degree is highly desirable.

Skills/Qualifications

• Demonstrate excellent verbal and written communication skills to deal effectively with students, educators, parents, and community members.
• Experience working with primary students in grades K-2; ability to work with support staff and administration
• Must have a strong understanding of developmental readiness and how to prepare students to learn and behave in adrak classroom setting.

Compensation
Salary is based on a combination of relevant education and experience.
Salary Scale
This position may be eligible for an increase in total compensation. The Differentiated Compensation Plan applies to designated schools and hard-to-staff positions. Please see https://www.hcde.org/staff/human_resources/differentiated_compensation for more details.