School Behavior Intervention Jobs in Georgia (NOW HIRING)

The Behavior Intervention Teacher creates a flexible early childhood/elementary environment favorable to learning and personal growth.  The incumbent in this position utilizes knowledge, skills and experience with behavior management, trauma-informed instruction and Social Emotional Learning Programs and utilizes research-based de-escalation techniques and strategies to assist students in managing behaviors.  The Behavior Intervention Teacher establishes effective rapport with pupils; motivates pupils to develop skills, attitudes and knowledge needed to provide a good foundation for early childhood/elementary grade education, in accordance with each pupil's ability and establishes good relationships with parents and with other staff members.  Positions  will be paid on 210-day Teacher-Behavioral Program Salary Schedule (if Gen. Ed.) or SPED-Behavioral Program Salary Schedule (if SPED Teacher) plus an annual supplement of $7,000.

• Teaches content-related and appropriate instruction based on Fulton County's curriculum
• Develops lesson plans, instructional materials, establishes standards based long/short range goals for students
• Plans, establishes, and maintains procedures for managing pupils' behavior to achieve an effective learning atmosphere and to maximize instructional time
• Facilitates home-school communication by such means as holding conferences, telephoning, and sending written communications
• Utilizes de-escalation techniques for students in need
• Identifies pupil needs and develops, implements and evaluates the effectiveness of individual behavior intervention plans
• Participates in relevant professional development in Social Emotional Learning and behavior supports/interventions
• Demonstrates a command of classroom management by managing transitions between activities or classes
• Uses a variety of assessments to evaluate pupils' academic and social growth, keeps appropriate records and prepares progress reports and/or other indicators to reflect student achievement
• Provides individualized and small group instruction to adapt the curriculum to the needs of each pupil
• Translates lesson plans/instructional strategies into developmentally appropriate learning experiences
• Engages students in a variety of learning experiences that promote self-directed learning and student inquiry
• Maintains documentation of behavioral interventions and communicates regularly with parents outside normal classroom day by means of newsletters, notes, phone calls, conferences, etc.
• Conducts professional development sessions for grade level peers
• Follows all county, state, and federal policies and procedures
• Follows professional ethics in all work-related activities
• Teaches content-related and appropriate instruction based on Fulton County's curriculum
• Develops lesson plans, instructional materials, establishes standards based long/short range goals for students
• Plans, establishes, and maintains procedures for managing pupils' behavior to achieve an effective learning atmosphere and to maximize instructional time
• Facilitates home-school communication by such means as holding conferences, telephoning, and sending written communications
• Utilizes de-escalation techniques for students in need
• Identifies pupil needs and develops, implements and evaluates the effectiveness of individual behavior intervention plans
• Participates in relevant professional development in Social Emotional Learning and behavior supports/interventions
• Demonstrates a command of classroom management by managing transitions between activities or classes
• Uses a variety of assessments to evaluate pupils' academic and social growth, keeps appropriate records and prepares progress reports and/or other indicators to reflect student achievement
• Provides individualized and small group instruction to adapt the curriculum to the needs of each pupil
• Translates lesson plans/instructional strategies into developmentally appropriate learning experiences
• Engages students in a variety of learning experiences that promote self-directed learning and student inquiry
• Maintains documentation of behavioral interventions and communicates regularly with parents outside normal classroom day by means of newsletters, notes, phone calls, conferences, etc.
• Conducts professional development sessions for grade level peers
• Follows all county, state, and federal policies and procedures
• Follows professional ethics in all work-related activities
   

Ideal candidates will have experience with students that demonstrate behavioral difficulties, knowledge and experience with behavioral planning and intervention, social emotional learning, de-escalation techniques and strategies, and trauma informed instruction