Primary Responsibilities

Provide direct instruction and support to students with disabilities in grades 5–12.

• Teach functional life skills, including communication, organization, self-advocacy, decision-making, problem-solving, personal responsibility, and independent living skills.
• Provide behavioral intervention and support for students who need additional assistance successfully participating in the school environment.
• Develop positive relationships with students while maintaining clear, consistent expectations and boundaries.
• Teach students appropriate replacement behaviors, coping strategies, emotional regulation, and conflict-resolution skills.
• Implement student IEPs, Behavior Intervention Plans (BIPs), Functional Behavior Assessments (FBAs), and other individualized supports as appropriate.
• Collect and maintain accurate data related to student behavior, progress toward IEP goals, interventions, and skill development.
• Identify patterns, triggers, and student needs through observation and behavioral data.
• Collaborate with the special education team to develop and adjust interventions based on student progress.
• Support students during transitions, unstructured times, and other settings where additional behavioral support may be needed.
• Assist students in generalizing appropriate behaviors and life skills across classrooms and school environments.
• Provide opportunities for students to practice functional skills in authentic, real-world situations.
• Support students in developing skills related to career readiness, workplace behavior, communication, time management, and independence.
• Collaborate with general education teachers to develop strategies that allow students to successfully participate in the least restrictive environment.
• Communicate regularly with families regarding student progress, strengths, needs, and strategies for continued growth.
• Participate as an active member of IEP and student support teams.
• Maintain student confidentiality and comply with IDEA, FERPA, district/school policies, and applicable state and federal special education requirements.
• Respond calmly and professionally to challenging behaviors while maintaining student dignity and safety.
• Help create a classroom environment that is structured, predictable, welcoming, and focused on student growth.

Behavior Support Focus

A significant component of this position is helping students understand why behaviors occur and developing the skills needed to make more successful choices. The Life Skills Teacher should be comfortable working with students who may demonstrate challenging behaviors and should approach behavior through instruction, relationship-building, consistency, data, and individualized intervention.

The goal is not simply to manage behavior, but to teach students the skills they need to become increasingly independent and successful.

Qualifications

• Bachelor’s degree from an accredited college or university.

• Appropriate teaching license or ability to obtain applicable licensure.

• Special Education licensure or endorsement preferred/required based on state requirements.

• Experience working with students with disabilities preferred.

• Experience with behavior intervention, classroom management, or intensive student support strongly preferred.

• Knowledge of IEP implementation and special education practices.

• Ability to remain calm, consistent, and solution-focused when working with challenging student behaviors.

• Strong communication, collaboration, organization, and documentation skills.

Preferred Skills & Experience

Ideal candidates will have experience with:

• Positive Behavior Interventions and Supports (PBIS)

• Functional Behavior Assessments

• Behavior Intervention Plans

• Trauma-responsive practices

• Social-emotional learning

• De-escalation strategies

• Executive functioning support

• Functional academics

• Transition and career-readiness skills

• Community-based or real-world life skills instruction

• Data collection and progress monitoring

• Working collaboratively with multidisciplinary teams