Teacher - Special Education​/Self-Contained, Emotional Disabilities

Qualifications:

Appropriate South Carolina Teaching Certification in Special Education (Multi-Catagorical, MD, TMD)

Reports to:

Principal

Days: 190

Job Title:

Self Contained, Emotional Disabilities

Position Summary

The Special Education Teacher for a self-contained classroom in an exclusively special education program serves students with emotional disabilities and related challenges with self-regulation, including students who exhibit significant behavioral, social-emotional, and executive functioning needs. This position focuses on creating a structured, therapeutic, and supportive learning environment that promotes emotional regulation, positive behavior, and academic engagement. The teacher implements Individualized Education Programs (IEPs) that emphasize skill development, emotional regulation, and access to instruction while collaborating closely with families, related service providers, and support staff.

Responsibilities

* Design and implement differentiated instructional plans aligned with IEP goals and state standards, integrating academic instruction with social-emotional learning and self-regulation skill development.

* Establish and maintain a predictable, safe, and supportive classroom environment that promotes emotional regulation, positive behavior, and student dignity.

* Implement individualized behavior supports and intervention strategies using evidence-based practices, including trauma-informed and restorative approaches.

* Teach and reinforce self-regulation, coping, problem-solving, and social skills throughout the instructional day.

* Utilize data collection and progress monitoring to evaluate the effectiveness of behavioral and instructional interventions and adjust supports as needed.

* Collaborate with school-based behavior support staff, mental health providers, and related services to implement coordinated student support plans.

* Respond to student escalation using de-escalation strategies and approved crisis intervention techniques, in accordance with district policies and student safety plans.

* Communicate regularly with families to share student progress, reinforce consistency between home and school, and support family engagement.

* Collaborate with the IEP team to develop, implement, and monitor IEPs that include appropriate behavioral supports, accommodations, and goals.

* Maintain accurate documentation, behavior data, and required records in compliance with district, state, and federal guidelines.

* Participate in school and district professional development related to behavior support, trauma-informed practices, and services for students with emotional disabilities.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements:

Requires sedentary work that involves walking or standing some of the time and involves exerting up to 10 pounds of force on a recurring basis or routine keyboard operations.

Data Conception:
Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether like or divergent from obvious standards) of data, people or things.

Interpersonal Communications:
Requires the ability of speaking and/or signaling people to convey or exchange information. Includes giving assignments and/or directions to subordinates and receiving assignments and/or direction from supervisor.

Language Ability:
Requires ability to read a variety of professional, financial and legal reports and documentation, policy and procedure manuals, job applications, etc. Requires the ability to prepare general reports, presentation materials, correspondence, recommendations, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence.

Intelligence:
Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts and draw valid conclusions; to deal with several abstract and concrete variables. Requires the ability to apply influence systems in supervising staff; to learn and understand relatively complex principles and techniques; to make independent judgments in absence of supervision; to acquire knowledge of topics related to primary occupation.

Must have the ability to comprehend and interpret received information.

Verbal Aptitude:
Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions; to counsel and teach employees. Must be able to communicate effectively and efficiently with persons of varying educational/cultural backgrounds and in a variety of technical and/or professional languages including human resource management, education, education administration, etc.

Numerical Aptitude:
Requires the ability to add and subtract totals, to multiply and divide, to determine percentages and decimals and to determine time. Must be able to use practical applications of…