Behavior Intervention & Special Education Teacher

Kennedale ISD

Kennedale Junior High School - Kennedale, Texas This job is also posted in ESC Region 11 District Consortium Job Board, and Kennedale Independent School District

Job Details

Job ID:

5914737

Application Deadline:

Posted until filled

Posted:

Yesterday

Starting Date:

Immediately

Job Description

Primary Purpose:

Serve as a behavior interventionist responsible for designing, implementing, and monitoring intensive behavioral supports for students with significant behavioral needs in a self-contained setting. Provide instructional services aligned with students' Individualized Education Programs (IEPs) while prioritizing behavioral regulation, social-emotional skill development, and access to the general education curriculum. Support campus staff in the implementation of effective behavior strategies and interventions to promote positive student outcomes.

Qualifications:

Education/Certification:

Bachelor's degree from accredited university

Valid Texas teaching certificate with required special education endorsements for assignments

Special Knowledge/Skills:

Knowledge of special needs of students in assigned area

Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation

Knowledge of how to adapt curriculum and instruction for special needs Effective communication skills

Experience:

Student teaching, approved internship, or related work experience

Major Responsibilities and Duties:

Instructional Strategies

1. Design and implement behavior intervention systems grounded in Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs).

2. Collect, analyze, and use behavioral and academic data to plan instruction and adjust interventions to improve student outcomes.

3. Develop and implement lessons aligned to IEP goals that integrate behavioral, social-emotional, and academic skill development.

4. Use a variety of research-based instructional strategies, including explicit instruction, modeling, reinforcement systems, and social-emotional learning practices.

5. Differentiate instruction based on student needs, learning styles, and behavioral readiness.

6. Collaborate with ARD Committee members to develop, review, and revise IEPs with a strong focus on measurable behavioral and academic goals.

7. Provide direct, specialized instruction that prioritizes student regulation and engagement as a foundation for learning.

8. Support general education teachers by providing strategies, modeling, and guidance to implement behavior supports and accommodations with fidelity.

9. Monitor student progress consistently and adjust instruction and interventions based on data.

10. Support student transitions to less restrictive environments through intentional planning and progress monitoring.

Student Growth and Development

11. Conduct ongoing formal and informal assessments of student academic and behavioral performance.

12. Use data to measure progress toward IEP goals and to inform instructional and behavioral decisions.

13. Promote student self-regulation, independence, and social-emotional growth through targeted instruction and reinforcement systems.

14. Provide or supervise personal care, medical care, and feeding as outlined in IEPs or intervention plans.

15. Collaborate with families and professionals to support the whole child, including social, emotional, and behavioral development.

16. Facilitate student participation in appropriate school and extracurricular activities when appropriate.

17. Consult with district staff and outside professionals to address individual student needs.

Classroom Management and Organization

18. Establish and maintain a structured, predictable, and supportive classroom environment that promotes safety, regulation, and engagement.

19. Implement proactive behavior management systems, including reinforcement strategies, visual supports, and clear expectations.

20. Utilize de-escalation techniques and crisis prevention strategies to manage student behavior safely and effectively.

21. Intervene in crisis situations in accordance with district-approved training and student-specific plans, including physical restraint when necessary and compliant with policy.

22. Ensure consistent implementation of behavior plans across staff and settings.

23. Collaborate with teachers and service providers to support student access to instruction across environments.

24. Maintain a calm, professional demeanor and model appropriate responses to student behavior.

25. Train, supervise, and assign tasks to instructional aides to ensure effective and consistent support for students.

26. Ensure aides are actively engaged in supporting instruction and behavior throughout the day.

27. Take necessary precautions to ensure safety of students, staff, and environment.

Collaboration and Communication Domain IV

28. Establish and maintain open, ongoing communication with parents, staff, and administrators regarding student progress and needs.

29. Build strong professional relationships with colleagues, students, and families.

30. Serve as a campus resource for behavior supports, providing guidance, modeling, and coaching to staff.

31. Participate actively in ARD meetings and contribute meaningful data and recommendations.

32. Communicate effectively with stakeholders while maintaining confidentiality and professionalism.

Professional Responsibilities

33. Participate in professional development to strengthen instructional and behavioral practices.

34. Stay informed of federal, state, and district policies related to special education and behavior supports.

35. Maintain accurate and timely documentation, including IEPs, progress monitoring data, and required reports.

36. Attend and actively participate in staff meetings, committees, and required campus/district initiatives.

37. Support campus safety efforts, including participation in threat assessment or safe schools teams when assigned.

38. Follow all district safety protocols and emergency procedures.

Supervisory Responsibilities:

Direct, train, and monitor the work of instructional aide(s) to ensure alignment with instructional and behavioral goals.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used:

Personal computer and peripherals, and other instructional equipment

Posture:

Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:

Frequent walking

Lifting:

May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours

Environment:

Exposure to biological hazards

Mental Demand:

Maintain emotional control under stress.

Position Type:

Full-Time

Salary:

$60,000 to $85,499 Per Year