Emotional Impairment Elementary Teacher

Position Type:

Special Education/Special Education Teacher

Date Posted:

7/17/2025

Location:

R. Grant Graham Elementary

District:

Avondale School District

AVONDALE SCHOOL DISTRICT

TITLE: EMOTIONAL IMPAIRMENT BASIC CLASSROOM TEACHER

LOCATION: GRAHAM ELEMENTARY

FTE: 1.0

SCHOOL YEAR: 2025-2026

MAJOR DUTIES AND RESPONSIBILITIES:

1. *Participate in the development and promotion of the special education philosophy of service and delivery.

2. *Regular, reliable, and punctual attendance is an essential function of the job.

3. *Collect accurate ongoing data on children's programming.

4. *Demonstrate good interpersonal skills to work collaboratively with staff members.

5. *Provide direct instruction for primarily EI certified students, in the areas of behavioral skills, academic skills, communication skills, and social skills.

6. *Provide direction to classroom paraeducators.

7. *Demonstrate the ability to assess students' progress.

8. *Communicate with parents regarding student progress.

9. *Remain in compliance with all State and Federal rules and regulations that govern Special Education.

10. *Proficient in facilitation, writing, and implementing IEPs and Behavior Plans.

11. *Develop IEPs that are in compliance with goals and objectives that provide for educational benefit.

12. Demonstrate knowledge in utilizing assistive technology for students with Emotional Impairment.

13. *Assist students with basic needs including feeding, toileting, etc. if needed.

14. *Perform the other duties as requested by the Administrator.

15. Promote parent and school community education in the area of special education.

16. *Promote student philanthropy for those affected by emotional impairment.

QUALIFICATIONS: The individual selected for this assignment will be the one who offers the best combination of qualities in accordance with the following standards and requirements:

1. Current Michigan Certification with appropriate endorsement for Emotional Impairment.

2. Successful experience in special education or support services working with EI classrooms.

3. Knowledge of the techniques of modification and accommodations as they relate to the general education curriculum.

4. Demonstrates a full understanding of Emotional Impairment and how specially designed instruction should be delivered.

5. Proficiency in developing Present Levels of Academic Achievement and Functional Performance statements, IEP goals and objectives, Functional Behavior Assessments, and Behavior Plans.

6. Non-violent Crisis Intervention certification.

7. Proficient in facilitation, writing, and implementing Functional Behavior Assessments, Behavior Plans, and IEPs.

8. Ability to meet physical demands, including, but not limited to: run, kneel, sit on the floor, and rising from the floor, and the ability to lift 40 pounds.

9. Should have a high energy level and the ability to respond quickly to a variety of situations.

10. Evidence of the candidate's ability demonstrated through: Excellent communication skills; and a conceptual understanding of human growth and development, learning theories and teaching methodologies, special education service delivery models, state and federal rules related to special education.

TERMS OF EMPLOYMENT: Per Master Agreement

EVALUATION:Per Master Agreement

RATE OF PAY: Per Master Agreement