Special Education Teacher
Job in
Plainfield, Hendricks County, Indiana, 46168, USA
Listed on 2026-06-15
Listing for:
Plainfield Community School Corporation
Full Time
position Listed on 2026-06-15
Job specializations:
-
Education / Teaching
Special Needs / Learning Disabilities, School Counseling & Student Support
Job Description & How to Apply Below
High School Teaching/Special Education
Date Posted:
6/12/2026
Location:
PRIDE Academy
Date Available:
2026-27 School Year
Closing Date:
Until Filled
Additional Information:
Show/Hide
Job Title:
Special Education Teacher
Location:
Pride Academy
License
Required:
Mild Interventions
Reports to:
Director of Special Education/Principal
Position Overview
Pride Academy is seeking a dedicated Special Education Teacher to lead our self-contained emotional support classroom. You will work with a small cohort of students requiring intensive academic and social-emotional support, balancing modified instruction with trauma-informed behavioral interventions to help them thrive.
Key Responsibilities
* Instruction:
Plan and deliver individualized academic lessons adapted to student needs.
* IEP Management:
Develop, track, and lead Individualized Education Programs (IEPs) and measurable goals.
* Behavior Support:
Implement Positive Behavior Support Plans (BSPs), utilize data-driven tracking, and handle de-escalation with empathy and patience.
* Classroom Culture:
Maintain a highly structured, safe, and nurturing classroom environment.
* Collaboration:
Partner with parents, social workers, behavior specialists, and paraprofessionals to support the whole child.
Qualifications
* Valid teaching license in Special
Education:
Mild Interventions.
* Experience with students with emotional/behavioral disabilities or trauma backgrounds preferred.
* Strong crisis-management, de-escalation, and classroom-management skills.
What We Offer
* Competitive salary & full benefits package.
* Small class sizes with dedicated paraprofessional support.
* Robust professional development in behavioral intervention and trauma-informed practices.
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