Elementary Alternate Learning Classroom Teacher

Overview The Elementary Alternate Learning Classroom Teacher (Behavior Focus) at Wilson Vance is responsible for providing a structured, supportive, and responsive learning environment for students with significant behavioral and social-emotional needs. This role focuses on helping students develop self-regulation skills, access academic content, and build the necessary skills to successfully transition back to less restrictive educational settings. Responsibilities Design and implement individualized academic and behavioral intervention plans aligned to each student's unique needs Utilize evidence-based practices including Positive Behavior Interventions and Supports (PBIS), trauma-informed strategies, and de-escalation techniques Establish and maintain a highly structured classroom environment that promotes safety, consistency, and predictability Collaborate with special education staff, school psychologists, counselors, and related service providers to support student success Collect, analyze, and use behavioral and academic data to monitor progress and inform instruction and interventions Communicate regularly with families regarding student progress, strategies, and supports Support students in developing social-emotional skills, coping strategies, and positive peer interactions Develop and implement reintegration plans for students transitioning back to general education settings

Qualifications Required:

Bachelor's degree in Education, Special Education, or a related field Valid state teaching license (Intervention Specialist or General Education Teacher) Experience working with students with behavioral challenges, emotional needs, or trauma backgrounds Strong knowledge of behavior management systems and de-escalation strategies Excellent communication, collaboration, and problem-solving skills Ability to remain calm, patient, and consistent in high-stress situations

Preferred:

Training in CPI (Crisis Prevention Institute), SafetyCare, PBIS, and trauma-informed practices Experience conducting Functional Behavior Assessments (FBA) and developing Behavior Intervention Plans (BIP) Background in alternative education or therapeutic classroom settings Physical Demands Ability to stand, walk, and actively supervise students for extended periods Ability to respond quickly to student needs and behaviors May require physical intervention in accordance with training (e.g., CPI or SafetyCare) Ability to lift, move, or assist students as needed Working Conditions Work in a highly structured classroom environment designed for students with behavioral and social-emotional needs Regular exposure to high-stress situations requiring emotional regulation and professional response Frequent collaboration with multidisciplinary teams including special education staff, counselors, and related service providers Ongoing communication with families and caregivers Environment may include students demonstrating challenging or escalated behaviors EEO Disclaimer Findlay City Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, military status, ancestry, or genetic information (collectively, "Protected Classes"). The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Apply Now