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Emotional Program​/ESP) Teacher and High School

Job in Peterborough - Hillsboro County - NH New Hampshire - USA , 03458
Company: ConVal School District
Full Time position
Listed on 2021-04-30
Job specializations:
  • Education
    Special Education
Job Description & How to Apply Below
Position:  Emotional Support Program(ESP) Teacher Middle and High School
Fulltime 188-197day/year, 7.25hrs/day Mon-Fri

Full Benefits package

Positions at The Middle School and High School





POSITION TITLE: Special Education Teacher, Emotional Support Program

Reports to: Building Principal/Special Education Administrator and Director of Special Education


* New Hampshire DOE Special Education certification and specialized endorsement in Emotional Disturbance
* Bachelor's degree from an accredited college or university in Special Education or related discipline applicable to assignment
* Master's Degree in related area preferred
* One to three years of successful prior experience for the appropriate grade levels preferred. Experience teaching students with social-emotional and behavioral challenges is preferred
* Possess a belief that students are best served when they are included with their peers to the greatest extent possible
* Possess an understanding of the state curriculum standards
* Possess an understanding of Individuals with Disabilities Education Act (IDEA), associated timelines and requirements, and use of the New Hampshire Special Education Information System (NHSEIS)
* General education certification and experience in other areas such as Math and Language Arts is desirable.

SUMMARY: Under the general supervision of the Building Principal/Special Education Administrator and Director of Special Education, the teacher will maximize the learning experience of students with special needs, in academic skills, interpersonal skills and activities of daily living, and social-emotional and behavioral skills, by implementing district approved curriculum; documenting teaching and student progress/activities and outcomes; addressing student specific needs; providing a safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, expectations and goals. The Emotional Support Program special education teacher requires the ability to be flexible to the social-emotional, behavioral and academic needs of students with emotional disabilities and must have a strong ability to establish, maintain and restore relationships with students and families. The Emotional Support Program teacher will be required to be able to work collaboratively with a wide variety of people, including but not limited to teachers, related services staff, paraprofessionals, parents, administrators, and area agencies.


Knowledge of special education principles, theories, testing, methods as well as proven methods of maximizing the educational experience of students with special needs

* Knowledge of differentiated instruction, specially designed instruction and high leverage practices for students with diverse learning needs
* Specifically requires a strong understanding of the social and emotional needs of secondary level students as well as practices and programmatic needs that accompany an Emotional Support Program.
* Knowledge of data information systems, data analysis and the formulation of action plans
* Knowledge of applicable federal and state laws regarding education and students
* Ability to use computer network system and software applications as needed
* Ability to organize and coordinate work
* Ability to communicate effectively with students, staff and parents
* Ability to engage in self-evaluation with regard to performance and professional growth
* Ability to establish and maintain cooperative working relationships with others contacted in the course of work
* Ability to meet timelines and deadlines, and thoroughly and accurately complete documentation related to the special education process


Case Management:

* Conducts assessments, testing and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning
* Case manages and facilitates the Independent Education Plan (IEP) process: Referral, eligibility determination, IEP development and placement
* Assists students and teaching staff in implementing student IEP's and behavior management plans
* Develops and administers school curriculum consistent with school district initiatives, and goals and objectives
* Serves as ready resource to students and parents to provide special education support that will lead each student to increased personal growth, self-understanding, and behavioral management; serves as liaison between home and school for students on the caseload
* Coordinates with outside agencies, organizations and institutions, including state and federal authorities as needed


* Promotes a classroom environment that is safe and conducive to individualized and small group instruction and student learning
* Develops lesson plans and instructional materials, and translates lesson plans into learning experiences so as to best utilize the available time for instruction
* Conducts ongoing assessment, including data collection of student learning in the educational setting
* Provides a range of purposefully and intentionally designed instructional practices in collaboration with classroom teachers to adapt instruction to the needs of special education students by adjusting the content, methodology, or delivery of instruction, and when necessary provide modifications to address the unique needs of the child to ensure access of the child to the general curriculum and student needs are met in the least restrictive setting
* Conducts individual and small group instruction as needed and appropriate
* IEP's for caseload students will be developed by the special education teacher and the IEP team and shared with all relevant staff members
* Encourages parental involvement in students' education and ensures effective communication with students and parents on their caseload
* Assists the classroom teacher in ensuring that student conduct conforms with the school's standards and school district policies, and establishes and maintains standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom
* Coordinates with administrators and other teaching staff members to ascertain individual student's abilities and advocates for student on the caseload

Professional Responsibilities:

* Participates in faculty meetings and committees
* Selects and requisitions appropriate books, instructional aids and other supplies and equipment and maintains inventory records
* Supervises students in activities that take place out of the classroom during the school day, may include activities involving school transportation
* Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research
* Organizes and maintains a system for accurate and complete record-keeping, keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws
* Reporting for all student activities, achievement and attendance as required by district procedures and applicable laws
* Required to obtain certification in Nonviolent Crisis Prevention and/or other relevant school District supported certifications and training to successful meet the needs of the program, school and students

Performs other position related tasks or services as may be assigned by the Building Principal/Special Education Administrator and Director of Special Education or other central office administrators as designated by the Superintendent.

Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

Evaluation & Professional Growth

The individual in this position is expected to participate in the professional growth and evaluation process in accordance with the District procedures.


* Occasionally, Stooping. Bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.
* Occasionally, Kneeling. Bending legs at knee to come to a rest on knee or knees.
* Occasionally, Crouching. Bending the body downward and forward by bending leg and spine.
* Seldom, Crawling. Moving about on hands and knees or hands and feet.
* Occasionally, Reaching. Extending hand(s) and arm(s) in any direction.
* Frequently, Standing. Particularly for sustained periods of time.
* Frequently, Walking. Moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.
* Occasionally, Pushing. Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.
* Occasionally, Pulling. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
* Seldom, Lifting. Raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.
* Occasionally, Fingering. Picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.
* Occasionally, Grasping. Applying pressure to an object with the fingers and palm.
* Constantly, Talking. Expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.
* Constantly, Hearing. Perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.
* Occasionally, Repetitive motion. Substantial movements (motions) of the wrists, hands, and/or fingers.

The physical requirements of this position

* Sedentary work. Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.
* The visual acuity requirements include color, depth perception, and field of vision.
* The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.
* The conditions the worker will be subject to in this position.
* The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work).
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