Social Emotional Resource Teacher, 1.0 - 2025-26

Shawnee Mission School District; Mission (KS); On-site; USD 45,000 - 60,000; Full time

Job summary

A leading educational institution seeks a Social Emotional Resource Teacher for the 2025-26 school year. This pivotal role focuses on supporting students with special needs and requires a valid Kansas Teaching Licensure with Special Education Certification. The successful candidate will foster a supportive learning environment and implement the district's curriculum effectively.

Qualifications

• Experience working with students with emotional disturbances.
• Ability to read and interpret educational documents.
• Bilingual skills are a plus.

Responsibilities

• Provide services to students with exceptional special needs.
• Differentiate instruction for a variety of developmental needs.
• Supervise and evaluate all students within the teaching assignment.

Skills

Communication

Problem Solving

Empathy

Education

Valid Kansas Teaching Licensure with Special Education Certification

Job description

Social Emotional Resource Teacher, 1.0 - 2025-26

Join to apply for the Social Emotional Resource Teacher, 1.0 - 2025-26 role at Shawnee Mission School District

Social Emotional Resource Teacher, 1.0 - 2025-26

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Join to apply for the Social Emotional Resource Teacher, 1.0 - 2025-26 role at Shawnee Mission School District

Position: Special Education Teacher - Social Emotional Resource

Reports to: Principal

Contract: 190 days- New Teacher

187 days- Returning Teacher

I. General Responsibilities

The role of the Social Emotional Resource Teacher exists for the purpose/s of providing a

continuum of services to students with exceptional special needs, designated as emotionally

disturbed, or demonstrating characteristics thereof. The Social Emotional Resource teacher

is responsible for the implementation of the district curriculum in a way that maximizes

student learning.

The position instructs students in a classroom which could include students with educational

risk factors, as well as students with special needs. The ability to form relationships with a

wide variety of students and families is essential. Differentiating instruction for a wide range

of developmental needs is required. The teacher must understand students with significant

needs and behaviors and how to program for them.The teacher is responsible for the

supervision and evaluation of all students within his/her teaching assignment.

II. Examples of Duties

• Instructional Process
• Writes & implements long-range plans which incorporate district/course curricular objectives.
• Writes & implements daily plans which incorporate district/course curricular objectives.
• Plans & implements plans to address the needs of individuals and/or small groups of students.
• I ncorporates curricular revisions & new programs into instruction.
• Organization and Management
• Organizes the classroom for efficient use of instructional time.
• Has supplies, materials & equipment available for use.
• Keeps student records and permanent folders current and readily available for teacher, student or parent reference.
• Maintains system for monitoring student scheduling including special education and/or mainstream activities
• Maintains information for classroom management.
• Keeps exceptional student IEP’s current and in an organized manner.
• Allocates instructional time based on needs of students as reflected on IEP.
• Holds IEP meetings and parent conferences throughout the year.
• Completes written reports and follows procedural guidelines as set forth by Principal and Special Education Supervisor.
• Schedules adult supervision for maximum efficiency.
• Instruction
• Demonstrates a knowledge of the subject area and the ability to convey it to the students.
• Demonstrates the ability to organize information for logical presentations.
• Teaches to the objective and uses a variety of materials.
• Demonstrates effective presentation skills and styles, which reflect curricular objectives.
• Focuses students for instruction.
• Provides for all students to be actively involved in a lesson.
• Monitors student responses and adjusts instruction accordingly.
• Uses reinforcement to influence positive behavior.
• Presents clear, legible and precise directions.
• Provides guided and independent practice.
• Applies appropriate closure in a lesson presentation.
• Maintains, administers and utilizes tests as an instructional tool.
• Evaluates students' work and communicates progress.
• Uses principles of learning, which promote memory and recall.
• The Classroom Climate
• Creates a physical environment conducive to learning.
• Creates an emotional atmosphere conducive to learning.
• Maintains classroom control.
• Promotes development of self-control in students.
• Counsels with students and others when needed.
• Develops reinforcement schedule.
• Identifies behavior problems.
• Confers with parents, counselors, nurse, administrators, and appropriate sources about students.
• Develops/implements a plan or strategy to remediate the problem.
• Secures parent permission prior to implementation of plan.
• Confers with diagnostic team prior to implementation of plan.
• Assists students in learning to function effectively within a group.
• Follow through with student discipline and special behavior programs.
• Secures and uses information appropriately concerning the abilities, needs and interests of students.
• Assists with overall supervision and discipline of students within the school.
• Promotes positive self-concept.
• Professional Relations
• Demonstrates sound professional judgment.
• Maintains a positive attitude.
• Interacts positively with other staff members.
• Interacts positively with community and parents.
• Meets assigned district and building responsibilities.
• Seeks professional growth.
• Works to complete building, district, and board of education goals.
  
  

III. Qualifications

• Valid Kansas Teaching Licensure with Special Education Certification required or enrollment in a certification program
  
  

IV. Language Skills

• Ability to read and interpret documents including the analysis of district assessment data.
• Ability to effectively write detailed reports and correspondence.
• Ability to communicate well, verbally and in writing, with parents, patrons, staff and students.
• Ability to speak in front of large and/or small groups.
• In addition, as an organization/community that reflects and appreciates diversity, bilingual communication skills are noted and valued.

Seniority level

• Seniority level

  Entry level

Employment type

• Employment type

  Full-time

Job function

• Job function

  Education and Training

• Industries

  Education Management

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