Emotional Support Teacher

JobID:

1390

Position Type:

Middle School Teaching/Special Education Instructor (7-8)

Date Posted:

5/1/2026

Location:

Spring Grove Area Middle School Date Available:

Upon Board Approval Closing Date:

05/15/2026 JOB

DESCRIPTION

Emotional Support Teacher Job Family:

Professional Staff Full-Time / Per Contract / 180

Days PURPOSE:

The Emotional Support Teacher is responsible for planning, implementing, and monitoring specially designed instruction and behavioral interventions for students with emotional and behavioral disabilities. The primary purpose of this position is to support students' academic, behavioral, social, and emotional development while promoting positive behavior, self-regulation, and successful reintegration into less restrictive educational environments, in accordance with federal and state special education laws and district policies.

QUALIFICATIONS TRAINING AND EXPERIENCE

Bachelor's degree in special education or a related field required Valid Pennsylvania Instructional I or II Special Education Teaching Certificate required Experience working with students with emotional and behavioral challenges preferred Knowledge of Pennsylvania Core Standards and PA academic standards for students with disabilities Experience with behavior support plans (BSPs), functional behavior assessments (FBAs), and positive behavior interventions preferred Experience implementing trauma-informed and restorative practices preferred GENERAL Ability to establish a structured, supportive, and therapeutic learning environment Strong classroom management and behavior intervention skills Ability to collaborate effectively with paraprofessionals, administrators, counselors, and related service providers Strong communication and problem-solving skills Ability to use data to monitor behavior and academic progress Commitment to professional growth and ethical practice Must complete required background checks and district-mandated training

REPORTABILITY

The Emotional Support Teacher reports to the Building Principal and/or Special Education Supervisor or designee and works collaboratively with school counselors, psychologists, behavior specialists, and general education staff.

EVALUATION

Performance is evaluated by the Building Principal, Special Education Supervisor, or designee in accordance with district policies, procedures, and applicable collective bargaining agreements.

PERFORMANCE RESPONSIBILITIES

Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with IDEA and Chapter 14 Provide specially designed instruction tailored to students' academic and emotional needs Implement, monitor, and adjust behavior support plans and interventions Conduct and participate in functional behavior assessments and progress monitoring Create and maintain a structured classroom environment that promotes positive behavior and emotional regulation Collect, analyze, and document academic and behavioral data Collaborate with general education teachers to support inclusion and successful transitions Supervise and support paraprofessionals assigned to the classroom or students Communicate regularly with parents/guardians regarding student progress and needs Participate in IEP meetings, multidisciplinary team meetings, and professional development Follow crisis prevention and de-escalation procedures as required Maintain accurate and timely special education documentation and compliance records Follow all district policies, procedures, and safety protocols Perform other duties as assigned by the Principal or designee

POSITION SPECIFICATIONS PHYSICAL DEMANDS

Occasional travel between district buildings and instructional spaces. Frequent walking, standing, and movement throughout school facilities. Prolonged periods of sitting and standing. Moderate lifting and carrying (15–30 pounds). Manual dexterity for instructional materials, technology, and classroom equipment.

SENSORY ABILITIES

Visual acuity to read instructional materials, student data, and computer screens. Auditory acuity to communicate effectively with students, staff, and families. Ability to speak clearly and effectively.

WORK ENVIRONMENT

Classroom, learning support, and general education settings. May include small-group instructional spaces and inclusive classrooms.

TEMPERAMENT

Ability to work collaboratively as part of a multidisciplinary team. Patience, flexibility, and responsiveness in a dynamic educational environment. Ability to manage frequent interruptions and changing student needs.

COGNITIVE ABILITY

Ability to follow written and verbal directions. Ability to plan, organize, deliver, and assess instruction. Ability to analyze data and adjust instruction accordingly. Strong written and verbal communication skills. Ability to exercise professional judgment and prioritize responsibilities.

SPECIFIC SKILLS

Proficiency with instructional technology, data systems, and IEP management platforms. Knowledge of evidence-based instructional and intervention practices. Ability to manage confidential information appropriately. Strong problem-solving, time-management, and organizational skills. LICENSE Valid Driver's License. The position specifications described here represent the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description is intended to comply with the Americans with Disabilities Act (ADA) and is not an exhaustive list of duties. Additional responsibilities may be assigned. Emotional Support Teacher 3.6 3.6 out of 5 stars 100 E College Ave, Spring Grove, PA 17362 Full-time Spring Grove Area School District 19 reviews

Full-time JobID:

1390

Position Type:

Middle School Teaching/Special Education Instructor (7-8)

Date Posted:

5/1/2026

Location:

Spring Grove Area Middle School Date Available:

Upon Board Approval Closing Date:

05/15/2026 JOB

DESCRIPTION

Emotional Support Teacher Job Family:

Professional Staff Full-Time / Per Contract / 180

Days PURPOSE:

The Emotional Support Teacher is responsible for planning, implementing, and monitoring specially designed instruction and behavioral interventions for students with emotional and behavioral disabilities. The primary purpose of this position is to support students' academic, behavioral, social, and emotional development while promoting positive behavior, self-regulation, and successful reintegration into less restrictive educational environments, in accordance with federal and state special education laws and district policies.

QUALIFICATIONS TRAINING AND EXPERIENCE

Bachelor's degree in special education or a related field required Valid Pennsylvania Instructional I or II Special Education Teaching Certificate required Experience working with students with emotional and behavioral challenges preferred Knowledge of Pennsylvania Core Standards and PA academic standards for students with disabilities Experience with behavior support plans (BSPs), functional behavior assessments (FBAs), and positive behavior interventions preferred Experience implementing trauma-informed and restorative practices preferred GENERAL Ability to establish a structured, supportive, and therapeutic learning environment Strong classroom management and behavior intervention skills Ability to collaborate effectively with paraprofessionals, administrators, counselors, and related service providers Strong communication and problem-solving skills Ability to use data to monitor behavior and academic progress Commitment to professional growth and ethical practice Must complete required background checks and district-mandated training

REPORTABILITY

The Emotional Support Teacher reports to the Building Principal and/or Special Education Supervisor or designee and works collaboratively with school counselors, psychologists, behavior specialists, and general education staff.

EVALUATION

Performance is evaluated by the Building Principal, Special Education Supervisor, or designee in accordance with district policies, procedures, and applicable collective bargaining agreements.

PERFORMANCE RESPONSIBILITIES

Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with IDEA and Chapter 14 Provide specially designed instruction tailored to students' academic and emotional needs Implement, monitor, and adjust behavior support plans and interventions Conduct and participate in functional behavior assessments and progress monitoring Create and maintain a structured classroom environment that promotes positive behavior and emotional regulation Collect, analyze, and document academic and behavioral data Collaborate with general education teachers to support inclusion and successful transitions Supervise and support paraprofessionals assigned to the classroom or students Communicate regularly with parents/guardians regarding student progress and needs Participate in IEP meetings, multidisciplinary team meetings, and professional development Follow crisis prevention and de-escalation procedures as required Maintain accurate and timely special education documentation and compliance records Follow all district policies, procedures, and safety protocols Perform other duties as assigned by the Principal or designee

POSITION SPECIFICATIONS PHYSICAL DEMANDS

Occasional travel between district buildings and instructional spaces. Frequent walking, standing, and movement throughout school facilities. Prolonged periods of sitting and standing. Moderate lifting and carrying (15–30 pounds). Manual dexterity for instructional materials, technology, and classroom equipment.

SENSORY ABILITIES

Visual acuity to read instructional materials, student data, and computer screens. Auditory acuity to communicate effectively with students, staff, and families. Ability to speak clearly and effectively.

WORK ENVIRONMENT

Classroom, learning support, and general education settings. May include small-group instructional spaces and inclusive classrooms.

TEMPERAMENT

Ability to work collaboratively as part of a multidisciplinary team. Patience, flexibility, and responsiveness in a dynamic educational environment. Ability to manage frequent interruptions and changing student needs.

COGNITIVE ABILITY

Ability to follow written and verbal directions. Ability to plan, organize, deliver, and assess instruction. Ability to analyze data and adjust instruction accordingly. Strong written and verbal communication skills. Ability to exercise professional judgment and prioritize responsibilities.

SPECIFIC SKILLS

Proficiency with instructional technology, data systems, and IEP management platforms. Knowledge of evidence-based instructional and intervention practices. Ability to manage confidential information appropriately. Strong problem-solving, time-management, and organizational skills. LICENSE Valid Driver's License. The position specifications described here represent the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description is intended to comply with the Americans with Disabilities Act (ADA) and is not an exhaustive list of duties. Additional responsibilities may be assigned.