Middle School Alternative Classroom Teacher

Middle School Alternative Classroom Teacher

• Position Type: Middle School Teaching
• Date Posted: 3/3/2026
• Date Available: 2026/2027 School Year

Position Title: Middle School Alternative Classroom Teacher

Reports To: Building Principal

The Middle School Alternative Classroom Teacher provides academic instruction and structured social-emotional learning (SEL) support for students who require a different educational setting to be successful. This classroom is designed to deliver rigorous academic instruction in a smaller, relationship-centered, highly structured environment while building the skills necessary for students to transition successfully back to traditional classrooms.

This position not in-school suspension and not a behavior holding room. It is an academic and skill-building intervention setting focused on growth, accountability, and reintegration.

The Alternative Classroom Teacher will:

• Deliver grade-level core content aligned to district standards.
• Provide explicit SEL instruction and executive functioning support.
• Develop individualized transition plans for students.
• Collaborate closely with staff and families.
• Support building-wide SEL efforts when the alternative classroom is not at capacity.

This role is restorative, proactive, and student-centered — not punitive.

• Teach core middle school content (as assigned) aligned to grade-level standards.
• Scaffold and differentiate instruction to close academic gaps.
• Maintain high expectations while providing structured supports.
• Monitor academic growth and adjust instruction accordingly.

• Deliver daily structured SEL lessons focused on:
  • Self-regulation
  • Conflict resolution
  • Accountability
  • Growth mindset
  • Executive functioning skills
• Provide direct instruction in behavior expectations and replacement skills.
• Utilize restorative and trauma-informed practices.

A primary goal of the alternative classroom is successful reintegration into traditional settings.

• Develop clear entry and exit criteria for each student.
• Establish measurable academic and behavioral goals upon placement.
• Create individualized transition plans with gradual release structures (partial day inclusion, supported class transitions, check-in/check-out systems, etc.).
• Collaborate with receiving classroom teachers to ensure smooth transitions.
• Monitor students after reintegration to ensure continued success.
• Participate in follow-up data reviews to prevent regression.

Students are not intended to remain in the alternative setting indefinitely. Reintegration planning begins at placement.

Placement will follow a structured, team-based process:

• Initiated through the MTSS/Intervention Team.
• Must include documented interventions already attempted in the general setting.

• Social-emotional indicators
• MTSS team decision with administrative approval.
• Parent/guardian conference required.
• Clear goals, supports, and review timeline established.

• Weekly review of student data.
• Defined benchmarks for transition back to traditional classes.

Placement is support-driven and not a disciplinary consequence.

If enrollment in the alternative classroom is low or there are periods without students placed, the Alternative Classroom Teacher will:

• Support implementation of the building's SEL curriculum.
• Provide modeling or co-teaching of SEL lessons in general education classrooms.
• Assist teachers with classroom management strategies aligned to SEL practices.
• Support administration with behavior data analysis and intervention planning.
• Facilitate small-group SEL interventions for identified students.
• Provide professional collaboration and coaching related to restorative practices and executive functioning supports.

This ensures the position strengthens the entire building's SEL capacity — not just students placed in the alternative classroom.

• Valid state teaching license (Middle School endorsement preferred).
• Strong background in content instruction.
• Experience with MTSS and data-driven decision-making.
• Training in trauma-informed and restorative practices preferred.
• Experience implementing or teaching SEL curriculum.
• Strong classroom management and relationship-building skills.

Fremont County School District 14 is an Equal Opportunity Employer. Fremont County School District 14 ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Fremont County School District 14 has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making application for any opening should contact the District Office.