SPED Teacher

• 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  belong at Hopkins.

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.

• 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…