Primary Purpose:
The Special Education Teacher assigned to the BASE Classroom provides specialized instruction and behavioral support for students with significant emotional, behavioral, and/or social needs that impact their ability to be successful in the general education setting. This teacher creates a structured, supportive, and therapeutic learning environment focused on academic growth, behavior intervention, self-regulation, and social-emotional development. The teacher collaborates closely with campus staff, families, counselors, behavior specialists, and related service providers to implement individualized educational and behavioral plans that support student success.
Qualifications:
Education/Certification:
Bachelor’s degree from an accredited university
Valid Texas teaching certificate with required special education endorsements for assignment
Certification in EC–12 Special Education
Experience:
Student teaching, approved internship, or related work experience
Experience working with students with emotional and behavioral disabilities preferred
Training in crisis prevention and intervention (e.g., CPI, Safety-Care, or district-approved program) preferred
Special Knowledge/Skills:
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Strong understanding of behavior intervention strategies and classroom management
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Knowledge of special education law, IEP development, and compliance requirements
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Ability to build positive, trusting relationships with students exhibiting challenging behaviors
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Excellent communication and collaboration skills
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Strong data collection and progress monitoring skills
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Ability to remain calm and effective in crisis situations
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Commitment to student growth and inclusive practices
Major Responsibilities and Duties:
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Provide direct instruction aligned with grade-level standards while modifying curriculum to meet individual student needs.
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Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with federal, state, and district guidelines.
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Design and maintain a highly structured classroom environment that promotes safety, consistency, and positive behavior.
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Implement behavior intervention plans (BIPs), functional behavior assessment (FBA) recommendations, and crisis prevention strategies.
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Use evidence-based behavior management techniques, including positive reinforcement systems, de-escalation strategies, and restorative practices.
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Collect and analyze academic and behavioral data to monitor student progress and adjust interventions.
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Teach social skills, self-regulation strategies, coping skills, and replacement behaviors.
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Collaborate with general education teachers to support inclusion opportunities when appropriate.
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Communicate regularly with parents and guardians regarding student progress, concerns, and successes.
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Participate in ARD/IEP meetings, manifestation determination reviews, and other special education meetings.
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Work collaboratively with counselors, behavior specialists, administrators, and support staff.
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Ensure compliance with all special education timelines, documentation, and reporting requirements.
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Support students during transitions to and from the behavior adjustment setting.
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Maintain confidentiality of student records and information.
Mental Demands/Physical Demands/Environmental Factors:
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Frequent standing, walking, and active supervision of students
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May include physical intervention in accordance with district-approved training and policies
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Possible exposure to aggressive or escalated student behaviors
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Ability to lift and move classroom materials and equipment as needed
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Work inside, may work outside; regular exposure to noise
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Maintain emotional control under stress; work prolonged or irregular hours
