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How much do behavior resource teacher jobs pay per hour?

As of Sep 14, 2026, the average hourly pay for behavior resource teacher in the United States is $23.87, according to ZipRecruiter salary data. Most workers in this role earn between $16.83 and $30.77 per hour, depending on experience, location, and employer.

What is a behavior resource teacher?

A Behavior Resource Teacher is an educator who specializes in supporting students with behavioral challenges, often within a school setting. They work collaboratively with teachers, administrators, and families to develop and implement strategies that help students succeed academically and socially. These teachers may provide direct support to students, consult with classroom teachers on behavior management techniques, and contribute to individualized education plans (IEPs) for students with special needs. Their goal is to create a positive learning environment and help students develop appropriate behaviors and coping skills.

How does a behavior resource teacher collaborate with classroom teachers to support students with behavioral needs?

A Behavior Resource Teacher works closely with classroom teachers by observing students, providing strategies for effective classroom management, and co-developing individualized behavior intervention plans. They regularly meet with teachers to discuss student progress, model intervention techniques, and offer guidance on implementing positive behavior supports. This collaborative approach ensures consistency in addressing behavioral challenges and promotes a supportive learning environment for all students.

What are the key skills and qualifications needed to thrive as a behavior resource teacher, and why are they important?

To thrive as a Behavior Resource Teacher, you need expertise in behavioral intervention strategies, special education, and data-driven assessment, typically supported by a teaching credential with an emphasis in special education or behavioral support. Familiarity with Positive Behavioral Interventions and Supports (PBIS), Individualized Education Program (IEP) systems, and behavioral tracking software is essential. Strong communication, collaboration, and problem-solving skills help build trust with students, staff, and families. These competencies are crucial for effectively supporting students with behavioral challenges and fostering a positive learning environment.

What is the difference between Behavior Resource Teacher vs Special Education Teacher?

AspectBehavior Resource TeacherSpecial Education Teacher
CredentialsState certification in special education, often with a focus on behavioral interventionsState certification in special education, with possible additional endorsements
Work EnvironmentElementary or middle schools, focusing on behavioral support and interventionVarious settings including classrooms, working with students with diverse disabilities
Employer & IndustryPublic schools, districts, special education programsPublic/private schools, districts, special education services
Primary FocusBehavior management, intervention strategies, social skills developmentAcademic instruction, behavioral support, individualized education plans

While both roles require special education certification, a Behavior Resource Teacher primarily focuses on behavioral interventions and support strategies, whereas a Special Education Teacher covers a broader range of academic and developmental needs. The Behavior Resource Teacher often works closely with students exhibiting behavioral challenges to improve their social and emotional skills, complementing the broader academic goals of the Special Education Teacher.

What cities are hiring for Behavior Resource Teacher jobs?

Cities with the most Behavior Resource Teacher job openings:

What states have the most Behavior Resource Teacher jobs?

States with the most job openings for Behavior Resource Teacher jobs include:

What are popular job titles related to Behavior Resource Teacher jobs?

For Behavior Resource Teacher jobs, the most frequently searched job titles are:

Infographic showing various Behavior Resource Teacher job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 85% Full Time, 11% Part Time, and 3% Contract. Highlights an 91% Physical, 3% Hybrid, and 6% Remote job distribution, with an average salary of $49,656 per year, or $23.9 per hour.

EC Inclusion/Resource Teacher

Raleigh, NC • On-site

Carolina Charter Academy
See more jobs at Carolina Charter Academyexternal

Other

This job post has expired 3 days ago. Applications are no longer accepted.

Key responsibilities

  • Collaborate with general education teachers to co-plan and co-teach lessons that incorporate accommodations and modifications.

  • Provide small group or one-on-one specially designed instruction in reading, writing, math, behavior, and executive functioning, and monitor student progress.

  • Serve as case manager for assigned students by maintaining accurate and compliant IEPs, conducting progress monitoring, and participating in IEP meetings.

Job description

Position: Exceptional Children (EC) Inclusion/Resource Teacher
Reports to: EC Director and School Principal
Carolina Charter School, North Carolina
Position Overview
The EC Inclusion/Resource Teacher will provide high-quality special education services across
both elementary and middle school grade levels. This position balances inclusion support within
the general education classroom with direct instruction in a resource setting. The teacher
ensures that students with disabilities access the NC Standard Course of Study or Extended
Content Standards through specially designed instruction, accommodations, and modifications
while maintaining compliance with IDEA, NC DPI policies, and charter school expectations.
Key Responsibilities
Inclusion Support (Push-In/Co-Teaching)
  • Collaborate with general education teachers to co-plan and co-teach lessons that incorporate
  • accommodations and modifications.
  • Provide in-class support to ensure students access grade-level curriculum.
  • Implement Universal Design for Learning (UDL) strategies and differentiated instruction.
  • Monitor and support the use of accommodations during classroom instruction and
  • assessments.
  • Facilitate peer interaction and social skills within inclusive settings.
Resource Support (Pull-Out/Direct Instruction)
  • Provide small group or one-on-one SDI in reading, writing, math, behavior, and executive
  • functioning.
  • Use research-based intervention programs
  • Remediate skill gaps through structured, data-driven instruction aligned with IEP goals.
  • Teach study skills, organization strategies, and functional skills to support success in both
  • academic and real-life contexts.
  • Collect and maintain data on progress monitoring for all resource instruction.
IEP Case Management and Compliance
  • Serve as case manager for assigned students, maintaining accurate and compliant IEPs in
  • ECATS.
  • Develop Present Levels of Academic and Functional Performance (PLAAFPs), measurable
  • annual goals, and SDI.
  • Conduct progress monitoring, report results quarterly, and adjust instruction based on data.
  • Collaborate with parents, general education teachers, and related service providers.
  • Participate in IEP meetings, eligibility meetings, reevaluations, and transition planning.
  • Ensure compliance with IDEA, Section 504, NC DPI EC Policies, and school expectations.
Collaboration and Advocacy
  • Model and support inclusive practices across the school.
  • Provide consultation to general education staff on accommodations, modifications, and
  • instructional supports.
  • Act as a liaison between EC and general education departments, ensuring student needs are
  • met in all settings.
  • Communicate effectively with families regarding student progress and supports.
Required Qualifications
  • Valid NC Teaching License in Special Education (Adapted Curriculum K–12 or General
  • Curriculum K–12).
  • Knowledge of IDEA and NC Policies Governing Services for Children with Disabilities.
  • Experience delivering specially designed instruction in both inclusion and resource settings.
  • Proficiency in progress monitoring tools and data collection
  • Ability to write compliant IEPs (PLOPs, goals, SDI, accommodations, services).
  • Strong collaboration skills with teachers, administrators, related service providers, and
  • families.
Preferred Qualifications
  • Training in evidence-based intervention programs
  • Experience providing academic remediation in reading, writing, and math at both elementary
  • and middle school levels.
  • Experience with behavior supports, social skills instruction, and executive function strategies.
  • Knowledge of ECATS and NC DPI compliance documentation.
  • Ability to provide staff professional development on accommodations, modifications, and
  • inclusive practices.
Physical/Other Requirements
  • Ability to work across classrooms (inclusion) and small-group settings (resource).
  • Capable of implementing SDI for a wide range of student needs (academic, behavioral, and
  • functional).
  • May include lifting/assisting students with mobility or adaptive equipment per training
  • protocols.
Employment Terms
  • Full-time, 10-month position.
  • Salary aligned with Carolina Charter School salary schedule and NC licensure level.
  • Benefits eligibility per school policy.

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