Elementary Behavior Classroom Teacher (K6) Mild Intervention Specialist Levels Program

Job Title: Elementary Behavior Classroom Teacher (K6) Mild Intervention Specialist

Position Type: Full-Time

Grade Levels: Kindergarten through 6th Grade

License

Required:

Mild Intervention Teaching License

Position Overview: We are seeking a compassionate, structured, and student-centered educator to serve as the teacher in an elementary behavior support classroom for students in grades K6. The ideal candidate is committed to building strong relationships, implementing positive behavior supports, and creating a safe, engaging learning environment where all students can succeed academically, socially, and emotionally.

This position supports students with behavioral and emotional needs through individualized instruction, behavior intervention strategies, and collaboration with families and support staff.

• Provide differentiated academic instruction aligned with state standards for students in grades K6
• Develop and implement Individualized Education Programs (IEPs)
• Utilize positive behavior intervention and support strategies (PBIS)
• Create and maintain a structured, supportive classroom environment
• Collect and monitor academic and behavioral data to inform instruction and interventions
• Collaborate with general education teachers, intervention specialists, school counselors, behavior specialists, and administrators
• Communicate regularly with families regarding student progress and behavior goals
• Support students in developing social-emotional regulation and conflict-resolution skills
• Participate in IEP meetings, professional development, and multidisciplinary team meetings

• Valid Mild Intervention Specialist Teaching License
• Experience working with elementary-aged students preferred
• Knowledge of behavior management strategies and trauma-informed practices
• Strong communication, organization, and collaboration skills
• Ability to build positive relationships with students, families, and staff
• Commitment to equity, inclusion, and student growth

• Experience in behavior-focused or self-contained classroom settings
• De-escalation or crisis intervention training
• Familiarity with PBIS, restorative practices, and social-emotional learning frameworks

• Supportive team environment
• Opportunities for professional growth and training
• Access to behavior and instructional support staff
• Meaningful work making a direct impact on student success

We are committed to creating an inclusive environment that supports the success of every student and staff member.