SEL Small Group General Curriculum Teacher (K-5) 

Department: Teaching and Learning

Reports to: Principal 

Classification: Certified

Work Days: 190

FLSA Status: Exempt 

Position Summary:

Under the general direction of the Principal and Director of Special Education, the Social Emotional Learning (SEL) Small Group General Curriculum Classroom Teacher provides standards-based academic instruction aligned to the general education curriculum while delivering targeted social-emotional and behavioral supports for students. The teacher creates a structured, predictable, and supportive learning environment grounded in PBIS, trauma-informed practices, and evidence-based instruction. This position focuses on increasing student access to Tier I curriculum while explicitly teaching self-regulation, coping, and interpersonal skills necessary for successful participation in the general education setting. This classroom serves students who require temporary intensive social-emotional and behavioral support to access grade-level curriculum, with the goal of increasing independence and successful participation in less restrictive environments.

Minimum Requirements

• Valid Georgia teaching certificate in Special Education (General Curriculum) or related field

• Bachelor’s degree from an accredited institution in Education or a related field
  Master’s degree in Special Education, School Counseling, Behavior, or related field (preferred)

• Training in Positive Behavioral Interventions and Supports (PBIS), behavior modification, or agreement to complete district-approved training

• Training in trauma-informed practices and de-escalation strategies, or agreement to complete within a designated time frame

• Minimum of three (3) years of successful teaching experience, preferably with students with behavioral or social-emotional needs

• Experience writing and implementing Behavior Intervention Plans (BIPs), and supporting behavior in the classroom 

• Strong literacy background

Knowledge, Skills, and Abilities

• Strong classroom management and positive behavior support skills

• Knowledge of Tier I curriculum, Georgia Standards of Excellence, and specially designed instruction (Specially Designed Instruction)

• Ability to integrate academic instruction with social-emotional learning competencies

• Strong relationship-building and de-escalation skills with students exhibiting behavioral challenges

• Ability to analyze academic and behavioral data to inform instruction and intervention

• Effective communication and collaboration with staff, families, and support personnel

• Ability to create structured, predictable environments using visual supports and routines

• Strong organizational skills, time management, and professional reliability

• Knowledge of culturally responsive classroom practices

• Knowledge of restorative practices

• Mindset Training 

Instruction and Curriculum

• Deliver standards-based instruction aligned to the Georgia Standards of Excellence in reading, writing, and mathematics

• Maintain grade-level pacing and standards alignment in collaboration with grade-level teams.

• Provide differentiated instruction and specially designed instruction (SDI) to meet diverse learner needs

• Integrate explicit social-emotional learning instruction within daily academic lessons

• Utilize evidence-based instructional practices, including modeling, scaffolding, guided practice, and progress monitoring

• Maintain high academic expectations while providing appropriate supports for student success

Behavioral and Social Emotional Support

• Implement and monitor Behavior Intervention Plans (BIPs) and individualized support strategies

• Explicitly teach self-regulation, coping skills, executive functioning, and replacement behaviors

• Utilize PBIS, trauma-informed practices, and restorative approaches to address student behavior

• Implement structured routines, visual schedules, first/then supports, and predictable transitions

• Use de-escalation strategies and crisis response protocols in alignment with district training

Classroom Management and Environment

• Establish and maintain a highly structured, safe, and supportive classroom environment

• Maintain clear expectations, routines, and consistent reinforcement systems

• Create a positive classroom culture focused on belonging, respect, and student voice

• Ensure materials and supports are prepared and accessible to minimize downtime and maximize engagement

Collaboration and Support

• Collaborate with grade-level general education teachers to support student reintegration and access to Tier I instruction

• Participate in IEP, MTSS, SST, and problem-solving meetings as appropriate

• Communicate regularly with families regarding academic progress, behavior, and SEL development

• Collaborate with related service providers (OT, PT, Speech, Behavior specialists, school counselors, etc.)

• Support co-teaching and inclusive practices as students transition to less restrictive environments

• Develop structured reintegration plans with general education teachers, including co-planning, gradual release of supports, and progress monitoring checkpoints.

Data Collection and Progress Monitoring

• Collect and analyze academic and behavioral data to monitor student progress

• Maintain accurate documentation of goals, BIPs, and progress monitoring data

• Utilize district data systems (e.g., GO-IEP, behavior tracking systems, MTSS platforms)

• Use data to inform instructional decisions, adjust interventions, and support student growth

Professional Responsibilities

• Participate in ongoing professional learning related to SEL, behavior, trauma-informed practices, culturally responsive, restorative practices, and instructional strategies

• Engage in coaching, collaborative planning, and job-embedded professional learning

• Implement district initiatives related to co-teaching, inclusive practices, and PBIS

• Maintain professional ethics, confidentiality, and compliance with IDEA and district policies/procedures

• Other duties as assigned by the special education director and/or principal

Accountability

Effectiveness in this role will be measured by:

• Increased student engagement and access to Tier I curriculum

• Improvement in student social-emotional and behavioral outcomes

• Reduction in behavioral incidents and improved self-regulation

• Progress toward IEP and/or MTSS goals

• Successful reintegration of students into less restrictive settings when appropriate

• Implementation fidelity of SEL and PBIS practices