What are the responsibilities and job description for the Teacher, Life Skills Education - Intensive Services Program - Behavior (School Year 2026-27) position at Lane Education Service District?
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Establish Safe, Structured, and Supportive Learning Environments by:
- Creating and maintaining a structured, predictable, trauma-informed, and positive learning environment that supports student safety, engagement, and success.
- Maintaining a classroom environment that meets district and program safety standards and supports student dignity and emotional well-being.
- Coordinating staffing assignments and classroom procedures to support continuous student supervision by a minimum of two trained adults.
- Participating in crisis prevention, intervention, de-escalation, and post-crisis response procedures in accordance with district and program guidelines.
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Design and Deliver Individualized Instruction and Behavior Supports by:
- Developing and implementing individualized instructional programs aligned with Oregon academic standards, student IEP goals, behavior support plans, and transition goals as appropriate.
- Designing and delivering highly individualized instruction using evidence-based instructional and behavioral practices.
- Establishing measurable, meaningful, and developmentally appropriate educational, behavioral, communication, social-emotional, and functional goals for students.
- Providing direct instruction in self-regulation, communication, social skills, problem-solving, coping strategies, and replacement behaviors.
- Collaborating with the Behavior Consultant to develop, implement, monitor, and revise Behavior Support Plans (BSPs), safety plans, behavior intervention plans, and individualized behavioral programming as needed.
- Supporting consistent implementation of student behavior support plans across staff and settings.
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Collect, Analyze, and Communicate Student Progress by:
- Collecting, analyzing, and using behavioral and academic data to monitor progress, evaluate interventions, and inform instructional and behavioral decision-making.
- Maintaining accurate educational, behavioral, attendance, and progress monitoring records.
- Communicating regularly and collaboratively with families regarding student progress, behavior, programming, and educational needs.
- Collaborating with administrators, partner school districts, related service providers, behavior consultants, and community agencies to support student success.
- Participating in IEP meetings, manifestation determinations, functional behavior assessments, safety planning meetings, and other educational planning meetings as assigned.
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Lead, Supervise, Support, and Perform Operational Duties by:
- Supervising, training, coaching, and collaborating with instructional assistants and support personnel to support consistent implementation of instructional and behavioral programming.
- Performing other duties as assigned to support program operations, student needs, and district priorities.
- Bachelor's degree required.
- Valid Oregon Teacher Standards and Practices Commission (TSPC) Special Education license required.
- Experience working with students exhibiting significant behavioral, emotional, social, communication, and mental health challenges preferred.
- Experience working in highly structured or intensive behavioral support settings preferred.
- Experience supervising and training instructional assistants preferred.
- Demonstrated knowledge of federal and state special education laws and regulations.
- Demonstrated knowledge of Functional Behavior Assessment (FBA), Positive Behavior Support (PBS), Behavior Intervention Plans (BIP), and evidence-based behavior management practices.
- Knowledge of trauma-informed practices, restorative practices, and social-emotional learning preferred.
- Strong communication, collaboration, and problem-solving skills.
- Ability to collect, analyze, and interpret student behavioral and educational data.
- Ability to maintain confidentiality and exercise sound professional judgment.
- Ability to complete district-approved crisis prevention and intervention training and maintain required certification.
- Ability to work effectively with students, staff, families, and interagency partners in high-need settings.
- Effectively engage with individuals from diverse cultures, backgrounds, and experiences.
- Demonstrate professionalism, sound judgment, and appropriate behavior, speech, and attire.
- Utilize agency-approved equipment and software appropriate to the assignment.
- Maintain regular and punctual attendance.
- Confer regularly with immediate supervisor.
- Follow all district policies, procedures, administrative rules, and reasonable requests.
- Perform program responsibilities in accordance with statutes, OARs, administrative rules, policies, and collective bargaining agreements.
- 2026-27 Licensed Pay Schedule.pdf
- Life Skills Teacher, ISP-B.pdf
JobID: 1336
Position Type:
Special Education - Licensed/Teacher, Life Skills Secondary
Special Education - Licensed/Teacher, Life Skills Secondary
Date Posted:
7/6/2026
7/6/2026
Location:
Lane School
Lane School
Date Available:
2026-27 School Year
2026-27 School Year
Closing Date:
Open Until Filled
Open Until Filled
LANE EDUCATION SERVICE DISTRICT
JOB DESCRIPTION
POSITION TITLE: Teacher, Life Skills Education - Intensive
Services Program - Behavior
DEPARTMENT/SERVICE AREA: Special Education
REPORTS TO: Program Supervisor, Special Education
FLSA STATUS/ CLASSIFICATION: Exempt
SALARY PLACEMENT: Licensed Salary
POSITION PURPOSE/SUMMARY:
The purpose of this position is to provide direct instruction, specialized educational programming, and behavioral support to students with intellectual disabilities enrolled in the Intensive Services Program. Students served have significant intellectual, behavioral, social-emotional, communication, adaptive, and/or mental health needs requiring highly individualized instruction and intensive support.
The teacher develops and implements individualized educational and behavioral programming aligned with curriculum standards, IEP goals, and evidence-based practices to promote student safety, engagement, skill development, self-regulation, independence, and meaningful participation in school and community environments.
The Intensive Services Program is a highly structured, self-contained setting serving one to two students per classroom. Students require continuous supervision and support, with a minimum of two trained adults present at all times. The teacher serves as the instructional and behavioral leader of the classroom, coordinating programming, behavior supports, staff supervision, and collaboration with families and multidisciplinary team members to support positive student outcomes.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
QUALIFICATIONS AND REQUIREMENTS:
Education
Experience
Knowledge, Skills, and Abilities
PHYSICAL DEMANDS
The position requires minimal to moderate physical exertion. The employee is normally standing, walking, or sitting as required. Occasionally, the employee may lift or carry materials/supplies up to 20 lbs when transitioning between work sites. May be required to lift, bend, support, or assist students whose handicapping condition or behavior requires adult support or intervention.
WORKING CONDITIONS
This is an itinerant position requiring travel between multiple work sites. Generally, work is performed indoors in a clean, non-hazardous environment, though some activities may occur in community or off-site settings. The employee may occasionally be exposed to bodily fluids due to student injury, illness, or behavior. The employee may encounter inclement weather when moving between locations.
WORK EXPECTATIONS
EVALUATION:
Performance will be evaluated in accordance with the provisions of Board policy and the evaluation program adopted for the position.
The statements contained herein reflect general details as necessary to describe the principal functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload.
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