Special Education Self-Contained Behavior Support Teacher

• Work Location: **Clayton Middle School
• FTE**: 1.0
• Contract Days**: 185 Days
• Anticipated Start Date: **August 11, 2026
• FLSA Status: **Exempt
• Benefits: **Eligible
• Starting Salary: Certified Schedule #19
  
  

Initial Application Deadline: **Close of business on April 17, 2026

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Job Summary

*This position plans and provides instruction to students based on state, District, and school curricula and requirements, and based on the students' social and other formative skills.*

**MINIMUM QUALIFICATIONS**

• Bachelor's Degree from an accredited college/university, or will complete a bachelor degree program prior to the contract start date.
• Valid Professional Utah Special Education License and endorsement, a valid Utah Special Education Associate Educator license and endorsement, a Special Education License and endorsement from another state that is transferrable to Utah, or will complete an accredited program and obtain a Professional Utah Special Education License and endorsement prior to the contract start date.
• Professional communication skills including, but not limited to: excellent written and verbal communication skills in English; confident, articulate, and professional speaking abilities; and empathic listening and persuasive speaking skills.
  
  

**PREFERRED QUALIFICATIONS**

• Bilingual Speaker: speaks, reads, writes, and understands spoken Spanish or other language representative of student population.
• Have an ESL endorsement or will obtain one within 4 years of hire.
• Previous teaching experience
• Experience with grade level/content PLC's/data meetings for analysis of student data to inform instructional practices for highest student achievement.
• Knowledge of effective English Language Learners teaching practices; student social-emotional learning, accelerated/extended learning programs and special needs students, including laws and regulations of special education and 504 plans.
• ESSENTIAL JOB DUTIES:
  
  

**

**Demonstrates Effective Planning and Preparation**

• Demonstrates knowledge of content pedagogy and knowledge of students and their developmental needs.
• Develops clear and relevant instructional goals based on important content area concepts and suitability for students.
• Uses a wide variety of resources appropriate for diverse learning styles.
• Designs coherent instruction for flexible groupings that includes, clear and focused lesson structure and appropriate timing according to student needs.
• Plans lessons with assessment in mind.
  
  

**Establishes a Classroom Environment Conducive to Learning**

• Creates a respectful classroom environment by establishing positive and respectful teacher-student interactions that are appropriate to developmental and cultural norms.
• Establishes a culture for learning by setting an expectation for learning and achievement, conveying the importance of the content, and displaying knowledge of students' skills.
• Manages classroom procedures and protocols, including those regarding instructional groups, transitions, handling materials and supplies, and performing non-instructional duties.
• Be willing to implement the systematic classroom behavior level systems in addition to individual behavior plans with collaboration from therapeutic par
  
  

tners.

**Provides Effective Instruction**

• Communicates clearly and accurately, using appropriate vocabulary for age and interests.
• Uses questioning and discussion techniques effectively to engage students.
• Engages students in learning through use of content activities and assignments, student groupings, a wide variety of instructional materials, and the structure and pacing of the lessons.
• Provides specific and timely feedback to students.
• Is flexible and responsive to s udent learning by adjusting lessons, responding to student questions and interests, and persisting in providing a variety of approaches when students have difficulties.
  
  

**Demonstrates Professional Responsibility**

• Reflects on own teaching by assessing a lesson's effectiveness and drawing on a repertoire of alternative approaches.
• Maintains accurate records of students' completion of assignments, student progress, and other non-instructional records.
• Communicates to engage families in the instructional program by providing information about the instructional programs and individual student progress.
• Contributes to the school and the District by establishing and maintaining professional relationships with colleagues and participating in District and school projects/extracurricular activities.
• Grows and develops professionally by seeking out opportunities for professional development and by participating in professional service activities.
• Shows professionalism by seeking out resources to proactively serve students, advocating for students, and actively participates in team or departmental decision making.
• Maintain regular and predictable attendance to fulfill job requirements in an efficient and effective manner; required to attend activities, events, and meetings outside of normal work hours on a regular basis.
• Programs for and instructs students with disabilities, such as learning disabilities, behavior disorders, intellectual disabilities, communication disorders, orthopedic impairments, traumatic brain injury, visual and hearing impairments, other health impairments, and autism.
• Monitors and reports progress on IEP goals.
• Maintains special education files, student funding reports and other paperwork as required by District, State and Federal requirements.
• Manages student behaviors in special education classroom. Follows all FBA/BIP plans for behavior with fidelity and follows recommendations of the district mental health provider.
• Participates in individual education plan (IEP) meetings, multi-disciplinary team meetings, and other meetings as needed.
• Works effectively with occupational therapists, physical therapists, speech therapists, district psychologists, and community agencies to develop, maintain, and evaluate student performance and IEP goals.
• Effectively manages crisis intervention for students during episodes of extreme behavior such as elopement, physical aggression, destruction of property, etc.
• Conferences with educational staff, parents, students, and outside agencies. Serves as a consultant to the general education staff, administrators, and parents.
• Works closely with the bus driver and assistant for students riding the bus; communicates student information, if applicable, according to District procedures.
• Trains and over sees paraprofessionals assigned to the classroom.
• Understands and applies legal concepts in Special Education timely and adequately.
• Understands and implements District adopted Special Education techniques, instruments, processes, and procedures timely and adequately.
  
  

**Monitors Student Learning**

• Allows students different ways to demonstrate learning sensitive to multiple experiences and diversity, w
  
  

hile holding high expectations.

• Uses both formative and summative data sources to assess the effectiveness of instruction and to make adjustments in planning and instruction.
• Documents student progress and provides descriptive feedback to students, parents, and other stakeholders in a variety of ways.
  
  

**Invest in Teaching Profession**

• Collaborates with families, colleagues and other professional to promote student growth and development.
• Adapts and improves practice based on reflection and new learning.
• Engages in learning experiences to enhance self and support others.
• Participates actively in decision-making processes while building a shared cu