Special Education Building Bridges Teacher

Reports To: Principal/Administration of Exceptional Student Education

FLSA Status: Exempt

General Definition of Work

The Special Education Teacher Building Bridges (Self-Contained) 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.

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.

Salary/Status

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 childs 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 Drivers 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.

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.

Required Experience:

IC