High School Special Education Teacher – Emotional Impairment

Kent Intermediate School District

Grand Rapids (MI)

Sur place

USD 48 000 - 72 000

Plein temps

14 jours+

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Résumé du poste

Kent Intermediate School District in Michigan seeks a Special Education Teacher – Emotional Impairment for the 2025–2026 school year. The teacher will design and deliver specialized instruction aligned with IEPs in a high school setting, collaborating with staff to support academic, social, and functional skills.

The role emphasizes evidence-based assessment, data-driven planning, and development of Positive Behavior Support Plans.

Qualifications

Bachelor’s Degree in Education from an accredited university.
Special Education Certification with Emotional Impairment Endorsement.
Demonstrated success in special education or support service working with EI classrooms, 9th-12th grade preferred.
Experience in delivering instruction in subject area content.
Ability to integrate technology into the curriculum.
Ability to communicate informational ideas in spoken and written language for clear understanding.
Ability to provide Highly Qualified (HQ) status.
Experience working in Center Programs, preferred.
Willingness to participate in all phases of the instructional program.
Ability to work constructively with parents, students and staff.
Non-violent Crisis Intervention certification.
Must pass criminal background check as required by School Safety Legislation.

Responsabilités

Participate in the development and promotion of the special education philosophy of service and delivery.
Regular, reliable and punctual attendance is an essential function of the job.
Evaluate students’ skills in learning, behavior, and communication using formalized assessments.
Plan comprehensive educational program to develop academic, communication, social, and community skills for all students assigned to the class.
Develop individual instructional objectives for students based on assessment, Extended and/or Grade Level Content Expectations and regularly update these objectives based on students’ skill acquisition.
Provide direct instruction for students with disabilities, in the areas of academic skills, communication skills, social skills, and transition.
Collect, maintain, and analyze data relating to students’ acquisition of functional, community-referenced skills.
Cooperate in planning curriculum and instructional programs with other instructional and support personnel to encourage integrated team services for the students.
Establish methods to utilize functional behavior assessment to develop Positive Behavior Support Plans within the classroom in accordance with district policies and center program procedures.
Keep daily anecdotal records of students.
Direct Instructional Support Specialists assigned to the program/classroom.
Develop timely and compliant IEPs for eligible students.
Document and share student progress on goals and objectives, accommodations, service time, and discipline/suspensions for all students on caseload.
Maintain an electronic log to document students’ goals and objectives, accommodations, and other IEP related services.
Assessing, teaching, and modifying instruction and curricula for students with emotional impairments continuum related to all of the following:
Developing, implementing, and evaluating individualized behavior management strategies and plans.
Adapting, accommodating, and modifying the general education curricula, pedagogy, and learning environments for students with emotional impairment.
Integrating academic instruction and curriculum with affective educational strategies for students with emotional impairment.
Collaborating with parents and service providers in educational, public, and private agencies to support students with emotional impairment.
Assessing students with emotional impairment related to collecting indirect and direct data on academic, social, and emotional functioning of students in order to develop reports and design, manage, and monitor interventions.