Special Education Teachers EBD- Setting IV 2627 School Year

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 7200 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 at Hopkins. You belong at Hopkins.

Position Summary:

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 behavior management collaboration with IEP teams assessment administration fostering positive rapport with students and stakeholders ensuring safety protocols and active engagement in professional development initiatives.

Key Duties:

• 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 CASELs 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 administration of academic testing both district and statewide assessments.
• Administrative collaboration: Work closely with the administration on developing and adhering to the daily schedule to ensure students receive the required instructional time and teacher daily preparation time in a dynamic environment.
• Personal Care Assistance: Provide supportive aid with students physical requirements including medication administration under the supervision of a school nurse personal hygiene and dietary support (breakfast and lunch responsibilities with ordering and supervision)
• Safety Assurance: Uphold student welfare across diverse settings including transportation outdoor environments and non-classroom areas of the school setting.

Qualifications:

• Proficiency in navigating high-pressure scenarios exhibiting composure and exercising discretion when faced with challenging situations or individuals.
• Capacity to maintain focus amidst external disruptions and adapt to dynamic fast-paced team environments marked by potential staff turnover.

• Dedication to punctuality and adherence to prescribed work schedules recognizing these as fundamental tenets of professional responsibility.

This job description provides a foundational framework for delineating primary responsibilities and prerequisites recognizing that additional duties may be assigned as necessitated by programmatic exigencies.

Location: HELP
5300 Glenwood Ave
Golden Valley MN 55422

Hours & Compensation:
1.0 - FTE - 185 Days
HEA Union Contract
Range: BA Step 0: $51000
MA Step 0: $60228
Position specific Benefits information is available HERE
Union Contracts Position Handbook/Agreements are located HERE