The following vacancy exists in Goshen Community Schools for the 2026-27 school year:

Tier 3 Intervention Teacher for The Nest

POSITION PURPOSE

Leads an intensive, time-limited intervention program for elementary students with complex behavioral and learning needs. Provides integrated academic instruction, explicit instruction in self-management, responsible decision-making, and interpersonal skills, function-based behavior supports, and coordinates closely with families, school teams, and local providers to prepare students for successful transition back to less restrictive settings.

ESSENTIAL FUNCTIONS

To perform this job successfully, an individual must be able to perform each of the essential functions satisfactorily.

Instruction & Curriculum

Plans and delivers grade-level academic instruction aligned to Indiana State Standards, with appropriate scaffolds and accomodations based on individual student needs.

Designs and teaches explicit life skills and employability-focused lessons daily, including self-awareness, self-regulation strategies, problem-solving, and conflict resolution.

Uses support-focused, research-backed instructional strategies that support students with behavioral challenges, complex learning needs, and/or high-functioning autism spectrum disorder.

Adjusts lessons based on continuous progress monitoring and real-time student responses.

Behavior Support & Crisis Management

Conducts or collaborates on functional behavior assessments (FBAs) for all enrolled students.

Develops, implements, and monitors individualized behavior intervention plans (BIPs) and crisis response plans aligned with district policy and student MTSS/ IEPs/504 plans.

Provides in-the-moment coaching and co-regulation support to teach and reinforce replacement behaviors and coping skills.

Implements a consistent, structured behavior management system including clear expectations, positive reinforcement, and logical consequences.

Knows and implements emergency and crisis procedures; serves as the lead during behavioral escalations.

Assessment & Data

Collects, analyzes, and uses behavior, academic, and student skill development data to inform instructional and intervention decisions.

Maintains accurate, up-to-date records including daily behavior summaries, incident logs, progress monitoring, attendance, IEP documentation, and transition plans.

Participates in regular data review meetings with school psychologist, behavior specialists, and program team.

Collaboration & Transition Planning

Develops individualized transition plans with clear goals and timelines for each student from the point of entry.

Collaborates closely with students' home-school teachers, case managers, and building administrators to ensure alignment and a smooth reentry process.

Communicates regularly with families through meetings, calls, and written updates; partners with families on skill generalization and home-school consistency.

Coordinates with local providers, counselors, and outside agencies as appropriate.

Facilitates or participates in IEP conferences, problem-solving meetings, and case reviews.

Professional Growth & Program Development

Participates in professional development focused on experience-aware practices, behavior analysis, de-escalation, and instruction in self-management and responsible behavior skills.

Collaborates with district behavior specialists, school psychologists, and student services staff on best practices and program refinement.

Serves as a resource and coach to general education staff receiving students transitioning from the program.

Attends program team meetings, faculty meetings, and trainings as required.

Maintains confidentiality of student, family, and programmatic information.

Performs other duties as assigned by the building principal and district administrators.

REQUIREMENTS

Valid Indiana Teachers License in Special Education or relevant area

Strong background in behavior management, functional behavior assessment, and support-focused practices preferred

Experience working with students with behavioral needs, autism spectrum disorder, or significant learning challenges preferred

QUALIFICATIONS

Effective or highly effective teacher with demonstrated ability to work with complex student needs

Strong knowledge of MTSS, PBIS, and tiered behavior support systems

Exemplary communication skills (written and verbal) with students, families, and multidisciplinary teams

Ability to remain calm, patient, and solution-focused during high-stress and crisis situations

Proficient with data collection tools, technology, and progress monitoring systems

Skilled problem-solver and collaborative team member

Believes all students can learn and succeed with the right supports

Organized, self-driven, and able to work both independently and as part of a close-knit team

High energy and commitment to intensive, relationship-based teaching

WORK CALENDAR:  School year - 184 days per year

SALARY:  Teaching Contract – 184 days

APPLICATION PROCESS: For openings, please contact the following principals:

Chamberlain Elementary – Todd Williams, Principal - [email protected] 

Model Elementary – Krista Toyer, Principal - [email protected]

Parkside Elementary – Julea Molnar-Ciesielski, Principal - [email protected]

Prairie View Elementary – Sonya Imus, Principal - [email protected] 

Waterford Elementary – Christina Peña , Principal - [email protected]

West Goshen Elementary –Carrie Garber, Principal - [email protected]

The Goshen Community School's Board of School Trustees is an equal opportunity employer. Selection of the applicant will be made without reference to race, color, creed, sex, age, handicap, or national origin.

THE CLOSING DATE FOR RECEIVING APPLICATIONS IS: Until Filled