Special Education Teachers EBD- Setting IV 26/27 School Year

Position Summary The Special Education Teacher specializing in Emotional and Behavioral Disorders (EBD) within a federal IV program delivers tailored instruction and support to students facing social, emotional, and behavioral challenges. This role encompasses curriculum development, behavior management, collaboration with IEP teams, assessment administration, fostering positive rapport with students and stakeholders, ensuring safety protocols, and active engagement in professional development initiatives. Key Duties Instructional Delivery: Employ a spectrum of teaching methodologies, including team teaching, interactive formats, and personalized approaches, to cater to the diverse learning needs of EBD students. Curriculum Design: Craft, modify, and implement curriculum frameworks and lesson plans meticulously aligned with academic benchmarks across all academic domains. Behavior Guidance: Effectively oversee student conduct, enforce disciplinary protocols emphasizing restorative practices in response to student behavior, and contribute to the formulation of personalized intervention strategies. IEP Facilitation: Contribute to the development, monitoring, and periodic review of Individualized Education Plans (IEPs), ensuring alignment with regulatory standards and inclusive goal‑setting. Assessment Oversight: Develop or leverage assessment tools, daily progress monitoring of student affect, and data management systems to gauge student advancement and recommend targeted interventions via daily data collection on students' emotional and behavioral needs. Student Empowerment: Foster trusting relationships with students, offering SEL services to promote CASEL's rubric, facilitating transition planning, and providing vocational coaching for community integration. Stakeholder Collaboration: Maintain open channels of communication with parents, program stakeholders, external agencies, and interdisciplinary teams to synchronize intervention efforts and address programmatic needs. Inclusive Practices: Advocate for implementing least restrictive environment principles and evidence‑based methodologies to optimize student outcomes. Professional Engagement: Actively participate in staff meetings, developmental workshops, and knowledge‑sharing sessions, occasionally assuming the role of a facilitator to enrich colleagues' skill sets. Administrative Support: Manage inventory requisitions, curriculum materials procurement, and ancillary administrative tasks as delegated by supervisory personnel, including student transportation needs, engagement in restorative practices, student scheduling, and administration of academic testing. Administrative Collaboration: Work closely with the administration on developing and adhering to the daily schedule to ensure students receive the required instructional time and teacher daily preparation time in a dynamic environment. Personal Care Assistance: Provide supportive aid with students' physical requirements, including medication administration under the supervision of a school nurse, personal hygiene, and dietary support (breakfast and lunch responsibilities with ordering and supervision). Safety Assurance: Uphold student welfare across diverse settings, including transportation, outdoor environments, and non‑classroom areas of the school setting. Qualifications Proficiency in navigating high‑pressure scenarios, exhibiting composure, and exercising discretion when faced with challenging situations or individuals. Capacity to maintain focus amidst external disruptions and adapt to dynamic, fast‑paced team environments marked by potential staff turnover. Dedication to punctuality and adherence to prescribed work schedules, recognizing these as fundamental tenets of professional responsibility. Hours & Compensation 1.0 - FTE - 185 Days HEA Union Contract Range: BA, Step 0: $51,000 MA, Step 0: $60,228 #J-18808-Ljbffr Hopkins-Public-Schools