2026-2027 Special Education Teacher - Emotional Behavior Support, Cherokee Middle School

Springfield Public Schools; Springfield (MO); On-site; USD 42,000 - 56,000; Full time

Job summary

Springfield Public Schools in Missouri is seeking a Special Education Teacher - Emotional Behavior Support to implement individualized instruction, develop lesson plans and deliver group and individual services to students with emotional and behavioral needs.

The teacher will administer assessments, monitor progress toward IEP goals, collaborate with families and staff, and coordinate supports across classrooms, field trips and school activities.

Qualifications

• Must hold a bachelor’s degree in a job-related area.
• K-12 special education certification in Missouri or equivalent.
• Ability to gain and maintain Highly Qualified status as defined by Missouri.
• Criminal Background Clearance required.

Responsibilities

• Administer developmental and subject-specific assessments to guide learning plans.
• Case manage students' IEPs and monitor progress toward goals.
• Collaborate with staff, parents, and community resources to support student outcomes.
• Differentiate instruction to meet individualized learning plans within lesson guidelines.
• Counsel students to improve performance and well-being.
• Maintain confidential records including IEPs and progress reports.

Skills

IEP collaboration

Behavior management

Lesson planning

Differentiated instruction

Student assessment

Education

Bachelor's degree

Tools

MS Office

IEP Software

Assessment tools

Job description

Job Title: Special Education Teacher - Emotional Behavior Support

Department: Special Services

Pay Grade: Teacher's Salary Schedule

FLSA Status: Exempt

Reports to: SchoolPrincipal

GENERAL PURPOSE

Responsible for providing support to the instructional program with specific responsibility for facilitating learning within a classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; supervising students; collaborating with other teachers, other professional staff and
administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students’ parents or guardians regarding instructional program and student progress.

ESSENTIAL JOB FUNCTIONS

• Administers developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
• Administers under supervision, first aid and assistance tostudents(e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care forstudentsas assigned.
• Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student's achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment.
• Assesses student progress towardsIEPgoals (e.g. behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents and administration.
• Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
• Case manages students' individualized educational programs (IEP).
• Counsels students for the purpose of improving performance, health status, problem solving techniques and a variety of personal issues.
• Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program addressing individual student requirements.
• Differentiates classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.
• Directs student teachers, paraprofessionals, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual needs of students.
• Facilitates student learning (e.g. creating a learning environment, integrating technology, arranging field trips, organizing age appropriate activities, etc.) for the purpose of achieving success in academic, interpersonal and daily living skills through defined lesson plans.
• Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study.
• Maintains a variety of confidential and non-confidential manual and electronic files and records (e.g. test scores, student evaluations, IEPs, etc.) for the purpose of providing up-to-date information and/or historical reference in accordance with established administrative guidelines and legal requirements.
• Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment.
• Participates in a variety of meetings (e.g. Professional Development, staff meetings, IEPs, Whole Faculty Study Groups, etc.) for the purpose of conveying and/or gathering information required to perform functions.
• Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, IEPs, lesson plans, etc.) for the purpose of documenting student progress and meeting mandated requirements.
• Reports health and safety issues to administrative personnel and/or appropriate agencies (e.g. fights, suspected child or substance abuse, inappropriate social behaviors, etc.) for the purpose of maintaining student’s personal safety, a positive learning environment and complying with regulatory requirements and established guidelines.
• Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
• Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction.
• Supports classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans.
• Performs other related duties as required/assigned.

QUALIFICATIONS AND REQUIREMENTS

Education and Experience

• Bachelor's degree in job-related area, required

Certificates, Licenses and Other Special Requirements

• K-12 special education certification in Missouri in one or a combination of the following
  areas: mild-moderate disabilities (includes LD, BD/ED, MR, OHI), cross-categorical
  hearing impaired, visually impaired or severe developmental disabilities, required.
• Ability to gain and maintain “Highly Qualified” status as defined by Missouri’s
  Department of Elementary and Secondary Education, required.
• Must pass a Criminal Background Clearance, the results of which must be satisfactory to
  the District, required.

Knowledge, Skills, and Abilities

• Knowledge based competencies required to satisfactorily perform the functions of the job include: pertinent laws, codes, policies, and/or regulations; personnel processes; standard business practices; teaching strategies; working with families; and stages of child development.
• Knowledge of algebra and/or geometry; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions.
• Skill to perform multiple, technical tasks with a need to routinely upgrade skills in order to meet changing job conditions.
• Skill based competencies required to satisfactorily perform the functions of the job, including: operating standard office equipment including utilizing pertinent software applications; planning and managing projects and programs; overseeing program financial activities; developing effective working relationships; preparing and maintaining accurate records; and administering personnel policies and procedures; and coordinating with other agencies.
• Ability to schedule a number of activities, meetings, and/or events; gather, collate, analyze and/or classify data; to ensure the effective and efficient operation of the Department and programs.
• Ability to work with a diverse group of individuals under a wide variety of circumstances.
• Ability to analyze issues, data, create action plans and ensure that success of Department and District strategic objectives.
• Ability to collaborate and communicate effectively with internal and external stakeholders.
• Ability to apply critical thinking/problem solving to improve work processes.
• Ability to maintain confidentiality; set priorities; meet deadlines and schedules; work with detailed information; and adapt to changing priorities.
• Ability to set high expectations for self and others; set and monitor progress toward goals; and utilize and offer effective feedback to continuously improve.
• Ability to work as part of a team; adapt to changing priorities; and apply logical processes and analytical skills.

Working Conditions and Physical Requirements

• The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine finger dexterity. Generally the job requires 30% sitting, 35% walking, and 35% standing. This job is performed in a generally clean and healthy environment.
• Work environment is primarily inside, where the noise and temperature levels are moderate.
• The work is light work which requires exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force to move objects.
• Must possess the physical ability to work primarily with fingers, perceive the nature of sounds, make rational decisions through sound logic and deductive processes, express or exchange ideas by the spoken word, substantial movements (motions) with the hands, wrists, and/or fingers, and discern letters or numbers at a given distance.
• Additionally, the following physical abilities are required: balancing, grasping, hearing, manual dexterity, mental acuity, reaching, repetitive motion, speaking, visual acuity and walking.