Special Education Building Bridges (ED) and Learning Connections (Autism) Teacher Pool (2026-20[...]

Rock Hill Schools; Rock Hill (SC); On-site; USD 42,000 - 54,000; Full time

Job summary

Rock Hill Schools is seeking a Special Education Teacher for Building Bridges (ED) and Learning Connections (Autism) for the 2026-2027 school year in Rock Hill, SC. The role focuses on specialized instruction, behavioral support, and collaboration with a team of educators and service providers.

Responsibilities include developing IEPs, implementing evidence-based strategies, maintaining a structured classroom, and participating in IEP meetings and professional development.

Qualifications

• IEP development expertise
• Behavior support strategies
• Classroom management and differentiation

Responsibilities

• Develop, implement, and monitor IEPs for students with ED and autism in a self-contained setting
• Provide direct instruction using evidence-based practices tailored to students with emotional disabilities
• Create a structured classroom environment supporting emotional regulation and positive behavior
• Develop and implement BIPs and assist with FBAs as needed
• Collaborate with general ed teachers, school psychologists, counselors, and related service providers
• Communicate progress to parents/guardians and document student progress

Job description

Special Education Building Bridges (ED) and Learning Connections (Autism) Teacher Pool (2026-2027 School Year)

Rock Hill School District Rock Hill Schools - Rock Hill, South Carolina Open in Google Maps

This job is also posted in CERRA-SC , and Rock Hill School District

Job Description

Reports To: Principal

FLSA Status: Exempt

General Definition of Work

The Special Education Teacher – Building Bridges (ED) (Self-Contained) and Learning Connections (Autism) is responsible for providing specialized instruction and behavioral support to students with emotional and behavioral disabilities in a structured, self-contained classroom environment. The teacher designs and implements individualized educational and behavioral programs that promote academic success, social-emotional growth, and positive behavior while ensuring compliance with IDEA and district policies.

The teacher collaborates with general education teachers, administrators, families and related service providers to ensure students receive individualized instruction and support that promotes academic growth, independence, and success.

Qualifications

To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

Teacher Salary Schedule/Full-Time

Start Date

Determined by Human Resources

Essential Functions

• Develop, implement, and monitor Individualized Education Programs (IEPs) aligned with students’ academic, behavioral, and social-emotional needs
• Provide direct instruction using evidence-based practices tailored to students with emotional and behavioral disabilities
• Create and maintain a structured, therapeutic classroom environment that supports emotional regulation and positive behavior
• Develop and Implement behavior intervention plans (BIPs) and assist in functional behavior assessments (FBAs) as needed
• Utilize positive behavior supports, de-escalation strategies, and crisis intervention techniques
• Collaborate with general education teachers, school psychologists, counselors, administrators, and related service providers
• Monitor student progress through data collection and adjust instruction and interventions accordingly
• Maintain accurate documentation and comply with all special education laws, timelines, and confidentiality requirements
• Communicate regularly with parents/guardians regarding student progress and behavior
• Supervise and collaborate with paraprofessionals and support staff assigned to the classroom
• Participating in IEP meetings, professional development, and staff meetings
• Support students’ transition plans and reintegration opportunities when appropriate

Knowledge, Skills, and Abilities

• Exceptional knowledge of the needs of special students.
• Knowledge of IDEA regulations, IEP development, and specialized instructional strategies.
• Knowledge needed to read and interpret documents such as safety rules and to speak effectively with students of all ages and/or employees in a school environment.
• Knowledge of federal and state special education laws and regulations. Knowledge of effective and innovative instructional and student evaluation techniques.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Ability to subtract, multiply, and divide in all units of measurement, using whole numbers, common fractions, and decimals. Application of percentages, ratios, and proportions to practical situations is required.
• Strong skills in classroom management, collaboration, and differentiated instruction.
• Strong communication skills with students, staff, administration, and the public.
• Understanding a child’s behavior and dynamics.
• Skilled in problem solving and patience.
• Ability to establish and maintain effective working relationships with students, staff and the community. Ability to perform duties with awareness of all district requirements and Board of Education policies. Ability to fulfill the dexterity and physical requirements of the work and effectively attend to the special needs of exceptional children.

Certification and Experience

• SC certification in ED or Multi-Categorical, required with a strong GPA
• in relevant course work
• Experience with teaching special education students in a self-contained setting with emotional disability/emotional impairment or equivalent preferred
• Experience with supporting others with classroom instruction and behavior management

Special Requirements

• Must have and maintain a valid Driver’s License or ability to provide own transportation
• May be required to travel to school district buildings and professional meetings
• Prior to beginning employment, negative tb test results must be provided

Physical Requirements/Working Conditions

• Work requires long periods of standing or walking around the classroom, especially when giving instruction, monitoring students, or using whiteboards/projectors.
• Requires clear verbal communication and strong listening skills to engage with students, parents, and colleagues.
• May require projecting voice in noisy environments or large classrooms.
• Use of hands to write on boards, type, handle classroom materials, and operate technology (computers, tablets, projectors).
• May include lifting or carrying instructional materials, textbooks, or student work (typically up to 20 lbs.).
• Must be able to read and assess student work, view computer screens, and monitor student behavior visually.
• Must be able to hear student questions and school announcements.
• Repetitive actions like typing, grading papers, writing on boards.
• Often sit for extended periods while planning lessons or grading but also stand or move frequently while teaching.
• Work is primarily conducted indoors in classrooms, often with limited temperature control in older buildings.
• Exposure to chalk dust, markers, cleaning supplies, and sometimes poor ventilation.
• Classrooms can be noisy during group work.
• Standard school hours, but teachers often work before and after school for planning, grading, meetings, or extracurricular activities.
• Evening or weekend work is common for lesson prep, grading, parent communication, or professional development.
• Managing behavior, supporting diverse student needs, and maintaining classroom engagement.
• Breaks are limited and structured around school schedules (e.g., lunch, prep periods).
• Constant interaction with students, parents, administrators, and colleagues.
• Must manage interpersonal dynamics, conflicts, and communications in a professional and respectful way.

Application Requirements
Applicants must submit official transcripts, three professional references with at least one supervisory reference and a copy of the appropriate credentials as part of the application process.

Pre-Onboarding Requirements
As a condition of employment and prior to onboarding, the district will conduct a criminal history background check. The recommended candidate will be required to provide personal information necessary to complete the background check such as date of birth, gender, and race to remain in compliance with applicable laws and regulations.

Disclaimer

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees in this job. Job description is sourced from employee interviews, internal documents, representative job descriptions in similar districts, and other state/federal agencies.

The district reserves the right to modify the job description based on the needs of the district.

Rock Hill Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

Position Type: Full-Time

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Human Resources and Talent Management
• Phone: [phone]
• Email: [e-mail]