Special Education Social Emotional Teacher (6–12) JobID: 1054
Position Details
Position Title: Special Education Social Emotional Teacher (6–12)
Reports To: Building Principal and Director of Special Education
Classification: Certified Staff / Teacher Contract
Location: Griffith Middle School and/or Griffith High School
Work Year: Per Teacher Contract
Position Purpose
The Special Education Social Emotional Teacher provides specialized instruction and support to students in grades 6–12 with identified social, emotional, behavioral, and/or mental health needs that impact educational performance. The teacher develops and implements individualized educational programming designed to improve academic achievement, emotional regulation, social skills, behavioral functioning, and successful participation within the school environment.
This position works collaboratively with general education staff, administrators, school counselors, psychologists, social workers, families, and outside agencies to support student success through a trauma‐informed, student‐centered approach.
Essential Duties and Responsibilities Instructional Responsibilities
* Provide direct instruction to students with disabilities in individual, small group, and classroom settings.
* Develop and implement Individualized Education Programs (IEPs) in compliance with IDEA, Article 7, Section 504, and district procedures.
* Design and implement behavioral, emotional, and social‐emotional interventions aligned to student needs.
* Support students in developing coping strategies, self‐regulation skills, conflict resolution skills, and positive peer interactions.
* Modify curriculum, assignments, and instructional strategies to meet diverse learning needs.
* Monitor and document student progress toward academic, behavioral, and IEP goals.
* Utilize evidence‐based instructional and behavioral practices.
Behavioral and Social Emotional Support
* Implement positive behavior intervention strategies and individualized behavior support plans.
* Conduct regular behavioral monitoring and data collection.
* Assist students in crisis de‐escalation and emotional regulation.
* Support re‐entry and transition planning for students returning from alternative placements, hospitalization, or disciplinary actions.
* Create and maintain a structured, supportive, and trauma‐informed learning environment.
Collaboration and Communication
* Collaborate with administrators, general education teachers, related service providers, and support staff regarding student needs and interventions.
* Participate in case conferences, multidisciplinary meetings, manifestation determinations, and student support meetings.
* Maintain ongoing communication with parents/guardians regarding student progress and concerns.
* Coordinate with community agencies and outside service providers when appropriate.
* Serve as a resource to staff regarding behavioral and emotional supports.
Compliance and Documentation
* Maintain accurate and timely special education documentation, including progress monitoring, IEPs, behavior documentation, and Medicaid documentation if applicable.
* Ensure compliance with all federal, state, and district special education requirements.
* Maintain confidentiality of student records and information in accordance with FERPA and district expectations.
Additional Responsibilities
* Participate in professional development related to special education, behavior supports, trauma‐informed practices, and social emotional learning.
* Support district initiatives related to student wellness, school climate, and inclusion.
* Perform other duties as assigned by administration.
Qualifications Required
* Valid Indiana Teaching License.
* Mild Intervention or Intense Intervention Special Education licensure, or eligibility for appropriate licensure.
* Knowledge of IDEA, Article 7, behavior intervention strategies, and special education compliance requirements.
* Strong interpersonal, organizational, and communication skills.
* Ability to build positive relationships with students, families, and staff.
Preferred
* Experience working with students with emotional disabilities, behavioral challenges, trauma‐related needs, or mental health concerns.
* Training in trauma‐informed practices, restorative practices, CPI, de‐escalation strategies, or social‐emotional learning frameworks.
* Experience with behavior data collection and progress monitoring systems.
Physical Requirements
* Ability to supervise and actively engage with students throughout the school day.
* Ability to respond appropriately in crisis or emergency situations.
* Ability to lift, move, or assist students when necessary consistent with district training and procedures.
* School environment serving students with varying academic, emotional, behavioral, and social needs.
* Frequent interaction with students experiencing emotional dysregulation or behavioral challenges.
Evaluation
Performance will be evaluated in accordance with Board policy, administrative guidelines, and applicable collective bargaining agreements.
Griffith Public Schools is an Equal Opportunity Employer.
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