Certified- Galaxy Program: Self-Contained Special Education Teacher

North Lawrence Community Schools•Bedford, IN

About The Position

The Galaxy Program Self-Contained Teacher provides specialized academic, social-emotional, and behavioral instruction for elementary students who require intensive, structured support to access learning successfully. This role is designed for a licensed special education teacher with strong skills in relationship-based practices, emotional regulation support, and collaborative problem-solving. The Galaxy Program is part of NLCS’s intentional continuum of services and is not a disciplinary placement. The teacher supports students in developing regulation, coping, and essential skills while maintaining high academic expectations and working toward inclusion and reintegration into less restrictive environments when appropriate.

Requirements

Valid Indiana teaching license
Required: Special Education licensure (Mild/Moderate, Intense Interventions, or equivalent)
Highly Qualified
Experience working with students who demonstrate significant emotional dysregulation and require intensive behavioral supports
Knowledge of behavior intervention frameworks and data-driven decision making
Ability to collaborate effectively with multidisciplinary teams

Nice To Haves

Experience in self-contained or highly structured classroom settings
Training in TBRI, trauma-informed practices, or similar frameworks
Experience supporting reintegration into general education settings

Responsibilities

Provide direct instruction using NLCS-adopted core curriculum (e.g., CKLA, HMH Into Math, Orton Gillingham, TBRI) and approved intervention materials (e.g., OG, UFLI, FCRR)
Deliver explicit instruction in emotional regulation, coping strategies, and social-emotional skill development
Maintain high academic expectations; academics are not secondary to behavior support
Design and maintain a structured, predictable classroom environment that promotes safety and regulation
Implement and monitor Individualized Education Programs (IEPs) with fidelity
Collect, analyze, and use academic and behavioral data to inform instruction and decision-making
Support students in gradually increasing independence and participation in less restrictive settings when appropriate
Implement behavior intervention plans using relationship-based, proactive strategies
Support students in developing self-awareness, regulation skills, and replacement behaviors
Maintain a calm, patient, and consistent presence during periods of dysregulation
Utilize de-escalation and nonviolent crisis intervention strategies as trained
Collaborate closely with behavior assistants to ensure consistency and fidelity of supports
Work collaboratively with: General education teachers Special education staff School counselors, psychologists, and related service providers Building administrators and district special education leadership
Participate in Case Conference Committees (CCC), including placement, transition, and reintegration planning
Communicate regularly with families as partners in student growth and progress
Contribute to program problem-solving and continuous improvement
Maintain accurate documentation and progress monitoring records
Participate in required professional learning and training
Uphold confidentiality and professional ethics
Maintain punctuality, attendance, and professional conduct
Demonstrate flexibility, reflective practice, and a growth mindset