Teacher - Growing Up Successfully (GUS) - Kindergarten/1st Grade 2026-2027

Mesa USD 4•Mesa, AZ

1d•Onsite

About The Position

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. 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.

Requirements

Bachelor’s degree in education, psychology, social work or a related field
Valid Arizona Teaching Certificate
Three to five years successful elementary classroom teaching experience in which the teaching of “at risk” and/or “behaviorally challenged” students were included
Highly qualified elementary teacher with successful completion of a Behavior Specialist Certificate Program (preferred but will train the right teacher)
Collaborating with schools, nonprofits, or community organizations to create impactful programs for youth
Models the attributes and skills of the MPS Portrait of a Graduate
Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community
Knowledge of function-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior
Serve as a consultant to teachers, and parents
Organize and schedule time commitments to meet demands of the job
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

Nice To Haves

Behavior Specialist Certificate Program

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 understanding
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
Comply with all safety policies, practices and procedures; ASPEN Certification
Provide leadership to others through example and sharing of knowledge/skill
Participate in building level PLC teams and/or grade level meetings, as appropriate
Assists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools