Position Title: Behavior Resource Teacher
Job ID#: 1808
Assignment: CPS Behavior Program
Reports to: Director of Student Services
Date Available: 2025-2026 School Year
Contract: 186 days
Crete Public Schools is seeking qualified applicants for the position of Behavior Resource Teacher (grades 3-8) for the 2025-2026 school year. Benefits include paid health insurance, long term disability insurance, and personal and sick leave.
This position is considered open until filled.
Essential Requirements:
- Bachelor’s Degree
- Nebraska Teaching Certificate with K-12 Special Education Endorsement, Behavior Intervention Specialist endorsement preferred
- Satisfactory completion of criminal background check
Required Job Tasks:
1. Establish and enforce rules for behavior and procedures for maintaining order among the students
for whom they are responsible.
2. Observe and evaluate students'; performance, behavior, social development, and physical health.
3. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to
students.
4. Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
5. Instruct through lectures, discussions, and demonstrations in one or more subjects, such as
English, mathematics, or social studies.
6. Prepare, administer, and grade tests and assignments in order to evaluate students' progress.
7. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that
provides students with opportunities to observe, question, and investigate.
8. Maintain accurate and complete student records as required by laws, district policies, and
administrative regulations.
9. Prepare materials and classrooms for class activities.
10. Assign lessons and correct homework.
11. Enforce all administration policies and rules governing students.
12. Confer with parents or guardians, teachers, counselors, and administrators in order to
resolve students'; behavioral and academic problems.
13. Prepare students for later grades by encouraging them to explore learning opportunities and to
persevere with challenging tasks.
14. Prepare objectives and outlines for courses of study, following curriculum guidelines or
requirements of the State and the school district.
15. Meet with parents and guardians to discuss their children's' progress and to determine priorities
for their children and their resource needs.
16. Guide and counsel students with adjustment or academic problems, or special academic interests.
17. Meet with other professionals to discuss individual students'; needs and progress.
18. Prepare and implement remedial programs for students requiring extra help.
19. Prepare for assigned classes and show written evidence of preparation upon request of immediate
supervisors.
20. Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring,
and bus loading and unloading.
21. Administer standardized ability and achievement tests and interpret results to determine student
strengths and areas of need.
22. Organize and supervise games and other recreational activities to promote physical, mental, and
social development.
23. Plan and supervise class projects, field trips, visits by guest speakers or other experiential
activities, and guide students in learning from those activities.
24. Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
25. Serve as a role model to all students.
26. Serve as a positive member of the community in a way that does not negatively affect the District’s
reputation or image in the community.
27. Refrain from engaging in conduct that interferes with the operations of the District, including the
education of students.
28. Develop and maintain a positive and professional working relationship with other staff and
administration.
29. Adhere to all District policies, rules, regulations, and supervisory directives.
30. Maintain confidentiality of information concerning staff, students, and parents in accordance with
law and District rules.
31. Adhere to the code of ethics of the District and the Nebraska Department of Education
(NDE Rule 27).
Special Education Specific Requirements
- Develop, finalize, implement, and monitor the progress of student Individualized Education Plans (IEPs).
- Create student and staff schedules for instructional activities and special education service delivery.
- Adapt teaching methods and instructional materials to meet students’ varying needs and interests. This includes implementing accommodations and modifications as outlined in students’ IEPs.
- Prepare, administer, and grade tests and assignments in order to evaluate students' progress. This includes regular progress monitoring of IEP goal progress.
- Administer standardized ability and achievement tests and interpret results to determine student strengths and areas of need.
- Maintain accurate and complete student records as required by laws (including NDE Rule 51), district policies, and administrative regulations. This includes special education paperwork such as IEPs, progress reports, and district systems for data tracking.
- Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. This includes transition planning from grade to grade and along the continuum of special education services.
- Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. This includes timely strengths based IEP meetings with all required team members.
- Guide and counsel students with behavioral or academic needs. This includes the implementation of individualized behavior intervention and safety plans.
- Implement crisis de-escalation techniques, physical intervention, and seclusion as needed for student safety and in accordance with board policy.
- Meet with other professionals to discuss individual students' needs and progress. These professionals may include mental and behavioral health specialists (therapists, psychologists, and coaches), and/or special education related service providers (speech language, occupational or physical therapists).
- Prepare and implement evidence based remedial academic and/or behavioral programs for students requiring more support.
- Participate in professional learning which may include CPR/First Aid training, crisis prevention and intervention, and evidence based academic and behavioral practices.
- Perform administrative duties such as supervision and transportation of students on an as needed basis.
- Utilize technology such as Infinite Campus, Student Record System (SRS), and Google email, calendar, and drive features in a timely and effective manner.
Additional or Different Physical Requirements:
Must be able to fulfill restraint training procedures.
FLSA Status: Exempt
Professional exemption: The employee has a primary duty of performing work requiring knowledge of an advanced type in a field of science or learning customarily acquired by a prolonged course of specialized intellectual instruction and study or has a primary duty of teaching, tutoring, instructing, or lecturing in the activity of imparting knowledge and is employed and engaged in this activity as a teacher.
Other Responsibilities:
Perform other tasks or duties as assigned by the Superintendent or Principal.
Essential Functions:
The essential functions of the Teacher position include: (1) regular, dependable in-person attendance on the job; (2) the ability to perform the identified tasks and to possess and utilize the identified knowledge, skills, and abilities and to perform the identified work activities; and (3) the ability to perform the following identified physical requirements:
Physical Requirements
E = Essential
NE = Non-Essential |
Item is not a requirement of the job
NE
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Occasional - up to 33% of time
NE
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Occasional - up to 33% of time, absolutely essential to the job
NE
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Frequent - between 34%-66% of time
E
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Continuous - over 66% of time
E
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| Stamina |
| 1. Sitting |
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X |
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| 2. Walking |
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X |
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| 3. Standing |
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X |
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| 4. Sprinting/Running |
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X |
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| Flexibility |
| 5. Bending or twisting at the neck more than the average person |
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X |
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| 6. Bending or twisting at the trunk more than the average person |
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X |
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| 7. Squatting/Stooping/Kneeling |
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X |
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| 8. Reaching above the head |
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X |
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| 9. Reaching forward |
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X |
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| 10. Repeating the same hand, arm or finger motion many times (For example: typing, data entry, etc.) |
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X |
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| Activities |
| 11. Climbing (on ladders, into large trucks/vehicles, etc.) |
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X |
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| 12. Hand/grip strength |
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X |
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| 13. Driving on the job |
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X |
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| 14. Typing non-stop |
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X |
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| Use of Arms and Hands |
| 15. Manual dexterity (screwing a lid on a jar) |
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X |
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| 16. Finger dexterity (typing) |
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X |
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| Lifting Requirements |
| 17. Lifting up to 10 pounds (Mark all that apply) |
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| Floor to waist |
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X |
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| Waist to shoulder |
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X |
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| Shoulder to overhead |
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X |
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| 18. Lifting 11 to 25 pounds (Mark all that apply) |
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| Floor to waist |
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| Waist to shoulder |
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| Shoulder to overhead |
X |
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| 19. Lifting 26 to 50 pounds (Mark all that apply) |
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| Floor to waist |
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X |
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| Waist to shoulder |
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X |
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| Shoulder to overhead |
X |
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| 20. Lifting 51 to 75 pounds (Mark all that apply) |
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| Floor to waist |
X |
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| Waist to shoulder |
X |
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| Shoulder to overhead |
X |
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| 21. Lifting 76 plus pounds (Mark all that apply) |
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| Floor to waist |
X |
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| Waist to shoulder |
X |
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| Shoulder to overhead |
X |
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| 22. Can load/items weighing over 50 pounds that are lifted or carried be shared, or reduced into smaller loads? |
X |
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| Pushing/Pulling |
| 23. 25 to 50 pounds |
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X |
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| 24. 51 to 75 pounds |
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X |
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| 25. 76 to 90 pounds |
X |
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| 26. Over 90 pounds |
X |
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| Carrying |
| 27. 10 to 25 pounds |
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X |
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| 28. 26 to 50 pounds |
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X |
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| 29. 51 to 75 pounds |
X |
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| 30. 76 to 90 pounds |
X |
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| 31. Over 90 pounds |
X |
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