Teacher - Growing Up Successfully (GUS) - 4th/5th Grade - Robson Elementary 24-25 SY

JOB TITLE: Growing Up Successfully (GUS)Teacher

REPORTS TO: Director of Student Support Systems and Site Principal

Mesa Public Schools is an award-winning district and voted Best Place to Work in Mesa. With over 9,000 employees, we are the largest school district in Arizona. Families have sent generations of students through our schools, as we are the premier educational choice in Arizona.

Base Salary:

$55,386.00

Performance Pay:

Available annually

New hire experience:

$500 for each full-time year of certified teaching or verified

like experience

New hire education:

$65/hour of graduate level credits: BA +45 hours max, MA +60 hours max $1000 for advanced degrees

Annual stipend:

$3150 Other certified Special Education positions

$7875 Autism, Emotional Disability, SHARP or MCS locations

Class/Calendar:

Certified Exempt, 187 workdays

Benefits:

Vacation, sick leave, holidays, matched retirement, health,

and life insurance

Certification:

Alternate teaching certification pathways available with a

bachelor’s degree

Candidates must complete an on-line application which requires appropriate Arizona certification, valid IVP Arizona fingerprint clearance card, evidence of highly qualified status, three letters of recommendation, and transcript of credits.

OVERVIEW:

Highly qualified teacher with behavior intervention skills with knowledge and skills necessary to assist individuals, groups and systems through the application of positive behavior supports using Applied Behavior Analysis (ABA). The GUS teacher will conduct Functional Assessments of Behavior and Behavior Intervention Plan that address students’ inappropriate behaviors and provide a means to help the students become more academically successful, while providing full academic and social supports in a controlled environment. The GUS teacher also provides classroom and school-wide behavior management strategies as needed.

SCOPE:The GUS teacher works directly and aggressively with identified students to acquire behaviors that substantially increase their social, behavioral and academic performance. These students have been identified by Behavior Services and referred and approved to attend the Tier 3 intervention of the GUS program for intensive behavior intervention and support. Under the supervision of the building principal and Director of Student Support Systems, the GUS teacher will provide diversified strategies and activities specifically designed for targeted students. The GUS teacher may also provide indirect support and direction at the school level, working to design, implement, coordinate and evaluate a comprehensive behavior support program.

QUALIFICATIONS:

• Valid Arizona Teaching Certificate
• Current IVP Fingerprint Card
• Highly qualified elementary teacher with successful completion of a Behavior Specialist Certificate Program (preferred but will train the right teacher).
• Prefer five years successful elementary classroom teaching experience in which the teaching of “at risk” and/or “behaviorally challenged” students were included.
• Knowledge of function-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior.
• Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function –based interventions, and Positive Behavior Intervention Plans (PBIP).
• Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students.
• Expert knowledge in research based instructional strategies and ability to implement them effectively.
• Exceptional knowledge in the use of technology to support instruction.
• Demonstrate ability to plan and evaluate strategies for improving instruction.
• Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality.
• Demonstrates exceptional skill in the roles of a teacher leader: collaborator, action researcher, reflective practitioner, and learner advocate.
  
  

DUTIES AND RESPONSIBILITIES:

• Effectively support student acquisition of core curriculum and content standards identified by the State of Arizona and Mesa Public Schools.
• Responsibilities will include defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
• Facilitate team meetings with the identified student’s teachers and parents for the purpose of completing a Functional Behavioral Assessment as needed.
• Facilitate team meetings that: design Behavior interventions Plans; address classroom organization, effective instruction, social skills instruction, and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity.
• Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention and factors that can affect development and implementation of interventions.
• Promote highly specialized positive behavior interventions in which “at risk” students thrive: behavior instruction that is explicit, intensive, accelerated and provides ample practice.
• Use ongoing assessments to maintain a record of student progress.
• Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.
• Regard assessment as a joint venture through which both student and teacher understanding is enhanced.
• Create fair and equitable assessments to assess higher-order thinking and problem solving as well as individual skills, knowledge, and understandings.
• Model good assessment processes that assist students in assessing their own work and behavior.
• Provide recognition of a variety of student accomplishments and positive behaviors.
• Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
• Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive.
• Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
• Engage parents in the “student behavior intervention plan” process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
• Participate in building level PLC teams and/or grade level meetings, as appropriate
• Consult with school social worker, counselor, and teachers
• Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices
• Serve as a consultant to teachers, and parents
• Organize and schedule time commitments to meet demands of the job
• Comply with all safety policies, practices and procedures; ASPEN Certification
• Provide leadership to others through example and sharing of knowledge/skill
  
  

PROFESSIONAL STANDARDS:

• Adheres to established federal and state laws, board policies and regulations, and district procedures; supports the mission statement of the district and school.
• Adheres to the Statement of Awareness/Understanding adopted by the MUSD Governing Board, and complies with the Meet and Confer Agreement
• Accepts supervision and direction of the site administrator
• Appropriately communicates and interacts with other staff in academic planning and school committee work
• Attends and participates in staff meetings and extra-curricular/school-related activities and committees
• Demonstrates a commitment to continuous professional growth
• Maintains a professional appearance and demonstrates behavior that is conscientious and responsible
• Does not engage in discriminatory practices on any basis, including race, origin, gender, socio-economic status, disability, religion or political beliefs
• Performs other job-related duties as assigned by the site administrator
  
  

SUPERVISIONDirector, Student Support Systems/ Site Administrator

AN EQUAL OPPORTUNITY ORGANIZATION: The district does not discriminate on the basis of race, color, ethnicity, national origin, religion, sex or gender, sexual orientation, disability, age or marital status.