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Start Your Online Application Now 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 7,200 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 CASEL''s 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: $51,000 MA, Step 0: $60,228 Position specific Benefits information is available HERE Union Contracts, Position Handbook/Agreements are located HERE Hopkins Public Schools uses the applicant tracking system from Frontline Education to manage employment applications online