Special Education Teacher​/Behavior Specialist TOSA

Special Education Teacher/Behavior Specialist TOSA

Starting Date: Aug 26, 2026

Job : 5805412

Final date to receive applications: Posted until filled

Position Type: Full Time

Job Categories: Special Education >
Behavior Specialist / EBD

Location: CENTRAL HIGH SCHOOL, Independence, Oregon

The Behavior Specialist supports students experiencing disabilities with behavioral and social‑emotional needs to access and succeed in school. This role leads the development and implementation of behavior supports, including Functional Behavioral Assessments (FBAs), Behavior Intervention Plans (BIPs), and crisis plans, and provides individual and group social‑emotional skill‑building using research‑based methodologies and approved district curricula. The specialist collaborates with team members to develop, monitor, and adjust student goals using data, and to identify appropriate services and supports.

This role builds staff capacity through training and coaching, provides case management for assigned students, and partners with families, school staff, and district specialists and administrators to promote continuous program improvement and create safe, inclusive, and effective learning environments.

This position reports to the building Principal and prefers bilingual candidates fluent in English and Spanish. Please note that the salary listed below reflects the 2025/2026 licensed salary schedule and may be subject to change pending contract negotiations.

• Demonstrates and supports a culture of diversity, equity, and inclusion
• Utilizes a trauma‑informed approach to support students experiencing emotional and behavioral disabilities
• Facilitates and leads the development and implementation of FBAs, BIPs, and crisis plans
• Provides individual and group social‑emotional skill‑building using research‑based methodologies and district‑approved curricula
• Provides direct behavior intervention and support to students using culturally and linguistically responsive and evidence‑based practices
• Collaborates with team members to develop, monitor, and adjust student goals using behavioral and academic data
• Assists in identifying appropriate services, supports, and placements based on student needs
• Case manages assigned students, including goal development, coordination of services, progress monitoring, and communication with team members and families
• Supports implementation of Multi‑Tiered Systems of Support (MTSS), including Tier 1, Tier 2, and Tier 3 behavioral supports
• Provides coaching, modeling, and consultation to staff on classroom management, behavior strategies, and de‑escalation techniques
• Collaborates with staff to support consistent implementation of behavior supports across settings
• Collects, analyzes, and summarizes behavioral data to inform decision‑making and program improvement
• Assists with crisis prevention, intervention, and post‑incident follow‑up
• Collaborates with school staff, district specialists, administrators, community agencies, and families to improve student outcomes
• Works with school and district specialists and administrators to support continuous program improvement
• Collaborates with program teachers, instructional assistants, and general education teachers to support implementation of behavior plans and student programming
• Participates in and/or facilitates meetings (e.g., IEPs, team meetings, Step‑Up Plans, Wraparound services) to share and gather information to support student needs

• Performs other related duties as assigned to support the efficient and effective functioning of the program

Minimum Qualifications

• Minimum of three years of experience working with students with behavioral or social‑emotional needs in school, treatment, or therapeutic settings
• Experience providing direct services to students and collaborating with staff and families

Preferred

• Bilingual (Spanish/English)
• Experience in a school or district behavior program, or in treatment or therapeutic settings (e.g., day treatment, residential, or clinical programs), is considered an asset
• Special Education Licensure
• Master’s degree preferred
• Citizenship, residency, or…