Elementary School Teacher: Tier III Intervention Reset Room
Job Description
Are you passionate about making a real difference in the world? Do you believe in the power of education to transform lives? If so, we invite you to become part of our school corporation!
Why Choose EVSC?
1. Impact Lives Daily: Every day, you'll have the opportunity to inspire, guide, and empower the next generation. Your work will ripple through time, shaping not just individual lives but entire communities.
2. Innovate and Grow: We're not just teaching � we're reinventing education for the 21st century. Bring your fresh ideas and watch them come to life in our progressive learning environments.
3. Stability Meets Flexibility: Enjoy the security of working in an essential field, coupled with a schedule that respects your work-life balance. Summers off, holidays, and predictable hours allow you to pursue your passions both in and out of the classroom.
4. Comprehensive Benefits: Enjoy competitive salaries, excellent health coverage, robust retirement plans, and generous paid time off
5. Supportive Community: Join a team that feels like family. Our collaborative environment fosters lifelong friendships and professional networks.
6.Cutting-Edge Resources: Work with state-of-the-art technology and innovative teaching tools that make learning exciting for both educators and students.
Join us in our mission to educate, inspire, and empower. Together, we can build a brighter future � one student at a time. We are Better Together!
Apply now and take the first step toward a rewarding career that truly matters!
| SALARY Salary will be commensurate with the level of education and experience of the recommended candidate. Range: Career Path I: $47,000 - $66,500 Career Path II: $48,500 - $90,500 |
BENEFITS Insurance: This position is eligible for medical, dental and vision insurance coverage on the employee, spouse, and eligible dependents. The employee's insurance will be effective on the first of month following the hire date. The EVSC also offers employees an opportunity for life insurance and long term disability coverage. |
SUMMARY:
Provides instruction and behavioral intervention support to students in a specialized K-2 Behavioral Intervention & Transition Classroom designed to support short-term student placement and successful reintegration into their home schools. Facilitates academic, behavioral, and social-emotional growth through structured interventions, individualized support, and collaboration with families and school personnel. Creates a safe, predictable, and nurturing environment that promotes student success and transition readiness.
We are seeking a compassionate, patient, and highly skilled educator to join our K-2 Tier III Intervention Reset classroom.
This specialized classroom serves as a short-term "reset and support" environment for elementary students needing intensive behavioral, social-emotional, and academic intervention before transitioning back to their home schools. With small class sizes and a strong support system, this role offers the opportunity to make a meaningful impact every single day.
Why This Role Is Unique
- Small-group setting focused on individualized student growth
- Opportunity to build strong relationships with students and families
- Collaborative environment with behavioral and instructional support
- Ability to see measurable student growth in a short period of time
- Meaningful work that changes the trajectory of students' school experiences
The Ideal Candidate
We're looking for an educator who:
- Believes every child can succeed with the right support and structure
- Thrives in a highly relational, student-centered environment
- Uses patience, consistency, and positivity to help students grow
- Is skilled in classroom management and behavioral support strategies
- Values teamwork and collaboration with families and school staff
Preferred Qualifications
- Valid Indiana Elementary Teaching License (K-2 or Elementary)
- Dual licensure or experience in Special Education strongly preferred
- Experience with behavioral interventions, de-escalation strategies, trauma-informed practices, and/or social-emotional learning
Join Our Team
If you find joy in helping students experience breakthrough moments, regain confidence, and successfully transition back to their school community, this position offers a truly rewarding opportunity to make a lasting differ
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
Provides instruction using corporation-approved curriculum while implementing behavioral and social-emotional interventions appropriate to the developmental needs of students.
Maintains a structured, supportive classroom environment designed to promote student safety, self-regulation, and positive behavioral growth.
Develops and implements individualized behavioral and academic supports for students participating in the short-term intervention program.
Monitors and documents student progress toward academic, behavioral, and social-emotional goals to determine readiness for transition back to the home school environment.
Collaborates with administrators, counselors, special education staff, home-school personnel, and families to support student success and transition planning.
Employs a variety of instructional techniques, intervention strategies, restorative practices, and positive reinforcement systems to maximize student engagement and achievement.
Establishes clear expectations, routines, and objectives for student learning and behavior and communicates these effectively to students and families.
Assesses student accomplishments regularly and provides progress updates and transition recommendations as required.
Maintains accurate, complete, and confidential student records in accordance with corporation policy, state guidelines, and applicable laws.
Implements de-escalation strategies and crisis intervention techniques when necessary while maintaining a calm and supportive learning environment.
Recognizes the unique needs of students with disabilities and collaborates with corporation specialists to provide appropriate accommodations and supports.
Assists students in developing self-regulation, coping, conflict resolution, and social interaction skills necessary for successful reintegration into the traditional school setting.
Plans and coordinates the work of paraprofessionals, support staff, volunteers, and related service providers within the classroom environment.
Participates in case conferences, transition meetings, and professional collaboration activities related to student support and intervention planning.
Builds effective relationships with parents, guardians, students, and staff through regular communication and collaboration.
Participates in professional growth and development through continuing education, workshops, conferences, and corporation-sponsored training related to behavior intervention, trauma-informed practices, and instructional strategies.
Completes other duties as assigned.
Maintains a strong, regular personal attendance record.
JOB SPECIFIC SKILLS AND ABILITIES:
Ability to implement behavioral intervention strategies and social-emotional learning practices effectively.
Ability to establish and maintain positive relationships with students, staff, parents, and community partners through effective oral and written communication.
Ability to apply current research and best practices related to behavior management, trauma-informed care, and instructional interventions.
Ability to maintain composure and professionalism during challenging student situations.
Ability to collect, analyze, and use student behavioral and academic data to guide instruction and transition planning.
Ability to plan and implement lessons and interventions based on corporation and school objectives as well as individual student needs.
Ability to work collaboratively as part of a multidisciplinary team supporting student success.
SUPERVISORY RESPONSIBILITIES:
Supervises students, student aides, paraprofessionals, and parent volunteers.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE:
Bachelor's degree from an accredited university.
CERTIFICATES, LICENSES, REGISTRATIONS:
Valid Indiana teaching certificate in appropriate grade level and area of study required.
LANGUAGE SKILLS:
Ability to read, analyze, and interpret professional journals, technical procedures, textbooks, and government regulations.
Ability to write reports and general correspondence.
Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from individuals and groups of educators, administrators, parents, students, and the general public.
Ability always to communicate using correct grammar.
MATHEMATICAL SKILLS:
Ability to work with mathematical concepts such as probability, and statistical inference.
Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY:
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions.
Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form and to understand abstract and concrete variables.
Ability to use available information and develop realistic long-term and short-term plans for curricular goals.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to speak, stand, talk, walk, see, hear,(corrected or uncorrected) and, sometimes, to sit.
Occasionally required to climb, stoop, kneel, crouch, or crawl.
Must occasionally lift and/or move up to 50 pounds.
Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and the ability to read small print.
Must frequently bend, reach above the head, as well as forward, and use fine motor skills.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level will vary depending on the daily activity.
It, at times, is very quiet in the classroom but often, as in the cafeteria and/or school assemblies, is moderate to very loud.
The employee must often meet deadlines and must report to class and/or duty assignments on time.
The work environment includes inside and outside areas.
The work environment includes exposure to sunlight; risk of being bitten by animals or insects; exposure to environmental allergens (grass, weeds, pollen, and trees) and occasional exposure to solvents, degreasers, pesticides, and/or herbicides.
The employee may be exposed to CRT's.
Americans with Disabilities Act (ADA)-
The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA). The job description is not an exhaustive list of the duties performed for this position and it does not serve to proscribe or restrict the tasks that may be assigned or changed by management.
NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the Evansville Vanderburgh School Corporation not to discriminate on the basis of race, color, religion, gender, sexual orientation, veteran status, genetic information, national origin, age, limited English proficiency, or disability in its programs or employment policies as required by the Indiana Civil Rights Law (I.C.22-9- 1), Title IV, and Title VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), the Genetic Information Non-Discrimination Act and Section 504 (Rehabilitation Act of 1973).