26-27 SPED Teacher

Minnesota Service Cooperatives; Mentor (OH); On-site; USD 48,039 - 52,223; Full time

Benefits offered by this job

Health benefits

Union representation

Professional development opportunities

Job summary

A progressive education provider in Ohio is seeking a dedicated Special Education Teacher to support students with emotional and behavioral challenges. This role requires expertise in developing tailored curricula, behavior management, and collaborative practices with IEP teams. Applicants should hold a Bachelor's degree in Special Education and exhibit a commitment to fostering inclusive learning environments. Additional qualifications include proficiency in Spanish and skills in culturally responsive teaching. A competitive salary package is offered, reflecting experience and educational background.

Qualifications

• Proficiency in navigating high-pressure scenarios while exhibiting composure.
• Ability to maintain focus amidst external disruptions and adapt to dynamic environments.
• Dedication to punctuality and adherence to work schedules.

Responsibilities

• Deliver tailored instruction and support to students with emotional and behavioral challenges.
• Implement curriculum frameworks aligned with academic standards.
• Facilitate the development and review of Individualized Education Plans (IEPs).
• Foster trusting relationships with students and promote social-emotional learning.

Skills

Spanish fluency

Culturally responsive teaching

Behavior management

Collaboration skills

Education

Bachelor's degree in Special Education

Job description

• Position Type: Teacher/ Special Education Teacher
• Date Posted: 2/4/2026
• Location: Hopkins Public Schools
• District: Hopkins Public School District

At Hopkins Public Schools, we believe that our strength lies in the diversity of our students, staff, and community. We are a proudly inclusive E-12 district serving approximately 7,200 students across the City of Hopkins and surrounding communities. Our district represents a rich mosaic of cultures, backgrounds, identities, and lived experiences; we value and celebrate that diversity in everything we do. As an academically rigorous and human-centered district, we are committed to fostering a welcoming environment where every student and staff member feels seen, heard, and valued. There is no "typical" Hopkins student, and we embrace this truth as a catalyst for innovation, growth, and equity in learning.

We seek educators and staff who are equity-minded, culturally responsive, and deeply committed to creating inclusive spaces where all learners can thrive.

We welcome candidates who are passionate about dismantling systemic barriers, advancing justice, and preparing students to become bold, collaborative, and compassionate global citizens. When you join Hopkins Public Schools, you are not just joining a district, you are becoming part of a community that honors difference, nurtures potential, and inspires remarkable achievement in every learner, from birth through graduation.

You are welcome at Hopkins. You belong at Hopkins.

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, behaviour 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. These tasks may include student transportation needs, engagement in restorative practices with students in response to disciplinary actions, student scheduling needs, and administration of academic testing, both district and statewide assessments.
• 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.
• This job description provides a foundational framework for delineating primary responsibilities and prerequisites, recognizing that additional duties may be assigned as necessitated by programmatic exigencies.
• Spanish fluency.

Required Knowledge and Skills

Required Knowledge

• District policies and procedures.
• Principles, practices, and ethical standards of school psychology or school social work.
• Laws, codes, and regulations related to special education.
• Disabilities and accommodations.
• Computer applications related to the work.
• Correct business English, including spelling, grammar, and punctuation.
• Spanish language.

Required Skills

• Interpreting and applying state and Federal statutes, codes, rules, and regulations.
• Assessing and prioritizing multiple tasks, projects and demands.
• Operating a personal computer using standard and specialized software.
• Communicating effectively verbally and in writing.
• Contributing effectively to the accomplishment of team or work unit goals, objectives and activities.
• Commitment to the District's mission is to ensure high-quality, innovative, challenging education where all learners are valued and respected.
• Performing assigned responsibilities consistent with the District's established Core Values.
• Advancing the District's mission and values through careful attention to the key issues of Learning, Environment, and Resources.

PHYSICAL/MENTAL REQUIREMENTS

The physical demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Work is performed in a school environment, using standard equipment and stamina to sit for extended periods of time; strength to lift and carry up to 20 pounds; vision to read printed materials and computer screens; and hearing and speech to communicate in person or over the telephone.

WORKING ENVIRONMENT

Work is performed in a school classroom and outdoor environments.

Hours & Compensation

1.0 - FTE - 185 Days

HEA Union Contract

Range: BA, Step 0: $48,039.00
MA, Step 0: $52,223.00
Position specific Benefits information is available HERE
Union Contracts, Position Handbook/Agreements are located HERE