This program is part of a multi-tiered system of support offering an engaging classroom setting for students whose academic, behavioral, and social-emotional needs may be different than that of their peers. The classroom is led by a general education teacher and a special education teacher. Their experience working with a variety of learners across settings will allow them to design rigorous differentiated instruction that is offered as an alternative (or in some cases, as an additional supplement) to courses offered in the typical general education classroom. A successful candidate for the position should have a very strong desire to work with students who exhibit challenging behaviors, be open-minded and creative when planning and co-teaching, and have a student-centered, solution-focused lens for addressing challenges. Essential Qualifications-Possess a strong desire to work with students who exhibit challenging behaviors-Demonstrates knowledge of best practices in middle school curriculum, instruction, and assessment-Desire to and/or experience with working with interdisciplinary teams to support learning-Demonstrates strong understanding of middle level learners and the nature and needs of young adolescents-Experience and expertise in student behavior management and collaborative problem solving-Excellent interpersonal skills to consult effectively, harmoniously and frankly with teachers, administrators, and parents, in a variety of settings-Possess skills for honest self-reflection and self-care to ensure they are able to be fully present for students and team members during each dayEssential Responsibilities-Implement Behavioral and Functional Assessments for students both disabled and non-disabled-Assist and support building and District staff and parents in the development, implementation and revision of student behavior intervention plans-Participate in team meetings which involve problem solving, pre-referral intervention, and academic and behavior plan development -Provide support to staff in all areas related to emotional disturbance and behavior disorders and interventions-Collect appropriate student performance data for determining the extent to which student academic and behavioral goals are achieved-Engage in on-going professional development to strengthen skills to better address the ever evolving academic, behavioral, and social-emotional needs of learners