Behavior Support Special Education Teacher

FLAGSTAFF UNIFIED SCHOOL DISTRICT NO. 1
Job Description

Position Title: Special Education Teacher - Behavior Support Program (2025-2026)
Supervisor: Principal 
Department/Location: Mount Elden Middle School
2025-2026 School Year: 1.0 FTE. Start Date: ASAP. Benefits offered. ASRS participation (required).

CERTIFICATION REQUIREMENT: Current Arizona Department of Education Special Education Mild/Moderate or Moderate/Severe certification required. Structured English Immersion (SEI) endorsement, English as a Second Language (ESL) endorsement, or Bilingual endorsement  required within one year of appointment.  SEI teachers are expected to have this endorsement at time of hire.   Current Arizona Department of Public Safety IVP fingerprint clearance card required.  (Arizona Department of Education http://www.azed.gov/educator-certification/ Arizona Department of Public Safety for IVP Fingerprint Clearance Card:   AZDPS Fingerprint Clearance Card Info).  

ADDITIONAL REQUIREMENTS:

- Experience working with students with behavioral and emotional challenges, preferably in a middle school setting.
- Strong knowledge of special education laws and best practices.
- Excellent communication and interpersonal skills with the ability to build strong relationships with students, families, and staff.
- Ability to work collaboratively in a team-oriented environment.
- Strong organizational skills and the ability to manage multiple tasks effectively.
- Proficiency in using technology for instruction and record-keeping.
- Commitment to ongoing professional development and staying current with educational research and best practices.

SUMMARY OF FUNCTION:
 
We are seeking a dedicated and compassionate Behavior Support Special Education Teacher to join our team at Mount Elden Middle School. This full-time position is designed for an individual who is passionate about supporting students with diverse behavioral and emotional needs. The ideal candidate will create a positive and inclusive learning environment, implement individualized education plans (IEPs), and collaborate with staff, families, and community resources to promote student success.

Instruction of students identified with emotional or behavioral challenges. Students may present with psychiatric diagnoses, danger to self and others, physical aggression, and/or sexualized behavior.  Students require a highly structured, small group setting with a level of supervision higher than can be provided in a resource placement.  Requires training and/or experience working with students with emotional disabilities.               
 
TYPICAL TASKS:
These examples do not include all possible tasks in this work and do not limit the assignment of related tasks in any position of this class.

1. Assess skills, write goals, implement appropriate teaching strategies and evaluate progress on individual student’s IEPs.
2. Create and implement Functional Behavior Assessments and Behavior Support Plans, as well as other behavioral interventions, to assist and aid the student in making behavioral progress. 
3. Plan lessons and activities that will address the goals identified for your students.  Implement these lessons/activities to support the students’ individual IEPs. 
4. Ensure the implementation of a class schedule, individual student schedules, visual schedules if needed, visual presentation of classroom rules/expectations, and ensure a home/school communication procedure. 
5. Communicate and collaborate with general education teachers who also work with students in the program. 
6. Work with and direct any paraprofessional who is assigned to work in your classroom and with any student(s) assigned to your classroom. 
7. Complete paperwork necessary to maintain special education paperwork, including progress notes and Medicaid documentation for any Medicaid services that are identified on the student’s IEP. 
8. Follow specific school procedures as identified by individual school principal. 
9. Perform other duties as assigned.

ESSENTIAL FUNCTIONS:

Instructional Planning:

• Plans instruction from the Arizona State Standards to meet classroom and student-based objectives.
• Assess students’ skills to determine proficiency and classroom supports
• States objectives compatible with department/grade/school goals in performance outcomes, including lesson plans; documents procedures to achieve outcomes.
• Organizes and makes available the time, space, materials, and equipment needed before instruction.
• Plans relevant classroom activities and work to reinforce lessons through active student engagement.

Instructional Strategies:

• Utilizes effective instructional strategies.
• Implements procedures involving students with the maximum time on task.
• Uses effective and innovative techniques to motivate student interest/enthusiasm for subject.
• Facilitates retention of learning.
• Adjusts instruction to facilitate student mastery.
• Provides prompt and specific feedback to students on both their work and behavior.
• Provides opportunities for all students to apply knowledge or practice skills.

Instruction:

• Presents subject matter in a clear, precise, coherent, and logical way.
• Communicates objectives, purpose, value and relevance of lessons as appropriate.
• Communicates appropriate, competent knowledge of subject matter with confidence and accuracy.
• Gives clear directions and explanations related to lesson content and/or learning activity.
• Frequently asks questions of relevance, clarity, and variety.
• Frames questions at different cognitive levels/differentiates instruction.
• Provides appropriate responses, equitable response opportunities.
• Promotes positive relationships among students by modeling.

Instructional Environment:

• Provides a learning environment that is positive, provides a growth mindset, promotes diversity, and allows for innovation and successful failures.
• Communicates enthusiasm for learning and teaching.  Interacts with all students, regardless of ability level, disability, ethnicity or socioeconomic status.  Will embrace all students with empathy and enthusiasm.
• Articulates and maintains classroom behavior system conductive to learning.
• Models professional courtesy and respect in manner and dress.
• Encourages students to deal with varying degrees of success, failure, self-control, and responsibility.

Professional Responsibilities:

• Meets professional responsibilities outlined in policy.
• Engages in professional self-development.
• Is accessible to students and parents.
• Maintains and communicates accurate records of grades, attendance, and special reports.
• Works cooperatively to plan curriculum and improve instruction.
• Demonstrates ethical and professional practices in working with students, parents, colleagues, and student records.
• Refers students with special needs to counselors, specialists, or school nurse as appropriate.
• Makes use of school resources and takes care of all school property and equipment.
• Maintains a safe and health classroom environment.
• Is open to change, growth and innovation in the classroom and work environment.

Goal Setting and Professional Experience

• Works toward achievement of school and District goals.
• Knows school and district goals for the current year.
• Follows guidelines and procedures recommended for achieving goals.
• Works with building administration to individualize goals by identifying objectives, activities and criteria.
• Supports administration in governing student conduct.
• Knows school expectations for behavior and attendance.
• Enforces school policies, rules, and procedures in the classroom, on campus, and at school-related activities.
• Develops and communicates expectations and consequences for student conduct in the classroom. 
• Complies with Arizona Revised Statutes, District policies, federal laws and regulations, and administrative guidelines.
• Is informed and follows District policies, procedures and guidelines.
• Performs other duties as assigned by the building administration or Superintendent.

The details and statement outlined in this position description are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills that may be required.

MENTAL TASKS
Communicates verbally and in writing.  Reads.  Analyze and evaluate student progress and course curriculum.  Develop, implement and evaluate plans.  Manages classroom.  Promotes learning and ensures safety.  Perform functions from written and oral instruction and from observing and listening to others.  Evaluate written materials to include written assignment and tests.
 
PHYSICAL TASKS
Work involves the performance of duties where physical exertion and movement is required to perform the aspects of the job.  Assistance is available as required to perform physically demanding tasks.  Work involves sitting and moving for extended periods of time, requires moving from one location to another, reaching, bending, stooping (moving to eye level of the student), hold and grasping objects.  Verbal communication ability required.
 
EQUIPMENT, AIDS, TOOLS, MATERIALS
Uses blackboards, whiteboard, easel, bulletin board, computers, video projectors, chalk, markers, and office or instructional equipment.   FUSD recognizes that ever changing development of technology but expects all staff to keep abreast of changing technology opportunities and use tools and devices provided to them.
 
WORKING CONDITIONS
Indoor – classroom environment. Outdoor – all weather conditions and temperatures.  Playground environment. Contact with public, employees, children and parents.  Exposure to noise, dusts, gas and fumes.
 
CONTROL AND SUPERVISION
Monitor control of students, communicates with families frequently about strengths and areas for growth, volunteers and/or assistant aides and paraprofessionals in the classroom, field trips, lunchroom, library, school buses and other areas.

Thank you for your interest in the Flagstaff Unified School District. Applicants must be appropriately certified.  Arizona applicants, please include w/ your application, a current Arizona Department of Education Teacher certificate, current IVP fingerprint clearance card and unofficial transcripts.  
 
Out of State:  FUSD will consider out of state applicants.  However, please attach a current teacher certificate for your state, as well as unofficial transcripts. Candidate must meet & show proof of being appropriately certified, before new hire appointment & beginning job assignment. Official transcripts & employment verifications required at time of hire for proper salary placement. It can take several weeks to obtain an AZ Fingerprint Clearance Card. We encourage you to begin the process of obtaining an Arizona Department of Public Safety IVP Fingerprint Clearance Card as well as the Arizona Department of Education Certificate as soon as possible. Arizona Department of Education Website http://www.azed.gov/.  AZ Department of Public Safety IVP Fingerprint Clearance Card info:  AZDPS Fingerprint Clearance Card Info
 
All employees are subject to a criminal background check.  The Flagstaff Unified School District is committed to a policy of nondiscrimination in relation to race, color, religion, gender expression, sexual orientation, military status, age, national origin, or disability.  Offers of employment, contingent upon funding.  Missing documents may result in your application not moving forward in the process.

Flagstaff Chamber of Commerce/Relocating to Flagstaff:
https://www.flagstaffchamber.com/flagstaff/relocating-to-flagstaff/