Redirection Teacher

Primary Purpose:

Provide general education and special education students with behavior management skills and supports so they can successfully participate in the mainstream setting (classroom and campus). The Redirection Teacher teaches and reinforces skills to increase behavioral, social and emotional growth along with supporting teachers on implementing evidence based practices and individualized behavior interventions. 

Qualifications:

Education/Certification:

Bachelor’s degree from accredited university

Valid Texas teaching certificate with required endorsements or training for subject and level assigned

Demonstrated competency in the core academic subject area assigned

Special Knowledge/Skills:

Knowledge of curriculum and instruction

Ability to instruct students and manage behavior

Ability to conduct a Functional Behavioral Analysis (FBA) and Behavior Intervention Plan (BIP) (Training will be provided)

Knowledge of students with disabilities (MTSS/RTI, 504, and Special Education)

Knowledge of Admission, Review, and Dismissal (ARD)/504 Committee process

Knowledge of Individual Education Plan (IEP) goal/504 setting and implementation

Knowledge of behavior and social skill intervention techniques and methodology

Strong organizational, communication, and interpersonal skills

Experience:

Preferred one year teaching experience

Major Responsibilities and Duties:

-Follow and implement district Redirection Program with fidelity

- Implement individualized behavior plans and supports throughout the school day for students in the program

-Coordinate and collaborate with general education teachers, special education teachers and other campus staff for implementation of behavior plans. 

-Follow Crisis plans to help de-escalate and safely respond to potential crisis situations

-Maintain appropriate records, documentation and data collection daily

-Provide progress monitoring for IEP’s and behavioral goals. 

Instructional Strategies

1. Develop and implement plans that fulfill the requirements of district’s curriculum/handbook program and show written evidence of preparation as required. Prepare lessons that reflect accommodations for differences in individual student differences.
2. Plan and use appropriate instructional and learning strategies, activities, materials, equipment, and technology that reflect understanding of the learning styles and needs of students assigned and present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations.
3. Conduct assessment of student learning styles and use results to plan instructional activities.
4. Work cooperatively with general and special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP)/504.
5. Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements.
6. Plan and assign work to instructional aide(s) and volunteer(s) and oversee completion.

Student Growth and Development

1. Conduct ongoing assessment of student achievement through formal and informal testing.
2. Be a positive role model for students; support mission of school district.

Classroom Management and Organization

1. Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
2. Manage student behavior in accordance with all member district Student Code of Conduct and student handbook.
3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
4. Assist in selecting books, equipment, and other instructional materials.
5. Compile, maintain, and file all reports, records, and other documents required.

Communication

1. Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members.

Other

1. Position may possibly be transferred in absence of student enrollment as determined by administration.

Professional Growth and Development

1. Participate in staff development activities to improve job-related skills.
2. Comply with state, district, and school regulations and policies for classroom teachers.
3. Attend and participate in faculty meetings and serve on staff committees as required.

Supervisory Responsibilities:

Direct the work of assigned instructional aide(s).

 Mental Demands/Physical Demands/Environmental Factors:

 Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and  lift and move adaptive and other classroom equipment

Environment: Work inside, may work outside; regular exposure to noise

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours