Emotionally Impaired (EI) Teacher

Emotionally Impaired (EI) Teacher JobID: 7630 Position Type: Special Education/Special Education - Categorical Date Posted: 7/15/2026 Location: Explorer Elementary School Closing Date: 07/22/2026 Additional Information: Show/Hide ALL APPLICATION MATERIALS MUST BE UPLOADED AND SUBMITTED NO LATER THAN 5:00 PM ON THE SPECIFIED POSTING DEADLINE. Position : Emotionally Impaired (EI) Teacher Effective 2026-2027 School Year Position Purpose: Under the general supervision of the School Principal, the EI Teacher designs and delivers specialized instruction to maximize the academic, interpersonal, and daily living skills of students with an IEP. By implementing district-approved curriculum, creating a safe and optimal learning environment, and utilizing data-driven progress monitoring, the teacher addresses individual student needs to foster independence, growth, and meaningful learning experiences. This position includes responsibility for the day-to-day coordination and direction of assigned support staff. Essential Job Functions: Develop Individualized Education Program(s) for students based on evaluation data and research-based practices. Support student learning in the least restrictive environment. Integrate technology use in the classroom. Differentiate instruction to ensure student's progress. Document student progress on goals and objectives, accommodations, service time, and discipline/suspensions. Collaborate with all service providers, general education teachers, and other staff to assist in providing support and documentation for the implementation and review of existing evaluation data processes. Provide support to general education classroom teachers. Develop, implement and evaluate the effectiveness of behavior support plans. Log and maintain monthly Service Capture reporting requirements for Medicaid Billing. Maintain an electronic log to document student's goals and objectives, accommodations, and other IEP related services. Participate and support implementation of interventions in the Response to Intervention (Rtl) and student success team process as appropriate. Maintain and promote school district goals and objectives including positive behavior support initiative (PBIS) building initiatives. Utilizes appropriate Crisis Prevention Techniques (CPI) to manage verbally & physically aggressive situations. Make and maintain regular, positive contact with parents via phone calls, email and/or home visits including communicating student progress. Participate in parent meetings, including IEP's and Parent/Teacher Conferences as required. Participate in special education/building/district meetings as directed by the special education supervisor. Plans and directs the daily work of assigned support staff, ensuring all instructional practices and behavioral interventions align with student IEPs, data collection requirements, and classroom expectations. Models effective instructional and behavioral strategies while providing real-time guidance and feedback to staff regarding student supervision and the implementation of educational programs. Manages staff performance and utilization by addressing minor procedural concerns directly and collaborating with building administrators on significant issues in accordance with district procedures. Regular, reliable and punctual attendance Additional Duties: Performs other related tasks as assigned by the Principal, Director of Special Education, and 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. Equipment: Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone. Travel Requirements: Travels to school district buildings and professional meetings as required. Knowledge, Skills, and Abilities: A firm belief that all children can learn and an ability to accept differences in…