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Job outlook for emotionally impaired teachers in the United States
Are emotionally impaired teacher jobs in demand?
Emotionally impaired teacher job and salary trends over time
Emotionally impaired teacher jobs over time
Emotionally impaired teacher job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 121 | 0.00% |
| 2020 | 123 | 0.00% |
| 2019 | 125 | 0.00% |
| 2018 | 119 | 0.00% |
| 2017 | 119 | 0.00% |
Average emotionally impaired teacher salary over time
Emotionally impaired teacher salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $52,593 | $25.29 | +0.3% |
| 2024 | $52,455 | $25.22 | +1.8% |
| 2023 | $51,526 | $24.77 | +1.3% |
| 2022 | $50,841 | $24.44 | +2.7% |
| 2021 | $49,487 | $23.79 | +2.2% |
Emotionally impaired teacher jobs by state
Most common states for emotionally impaired teachers
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 117 | 17% |
| 2 | New Hampshire | 1,342,795 | 171 | 13% |
| 3 | New Jersey | 9,005,644 | 958 | 11% |
| 4 | Maryland | 6,052,177 | 680 | 11% |
| 5 | Minnesota | 5,576,606 | 591 | 11% |
| 6 | Colorado | 5,607,154 | 589 | 11% |
| 7 | Illinois | 12,802,023 | 1,263 | 10% |
| 8 | Massachusetts | 6,859,819 | 681 | 10% |
| 9 | New Mexico | 2,088,070 | 208 | 10% |
| 10 | Montana | 1,050,493 | 108 | 10% |
| 11 | Nebraska | 1,920,076 | 170 | 9% |
| 12 | Delaware | 961,939 | 91 | 9% |
| 13 | Indiana | 6,666,818 | 531 | 8% |
| 14 | Kansas | 2,913,123 | 236 | 8% |
| 15 | Pennsylvania | 12,805,537 | 839 | 7% |
| 16 | Georgia | 10,429,379 | 696 | 7% |
| 17 | Virginia | 8,470,020 | 616 | 7% |
| 18 | South Carolina | 5,024,369 | 328 | 7% |
| 19 | Oklahoma | 3,930,864 | 277 | 7% |
| 20 | Iowa | 3,145,711 | 224 | 7% |
Emotionally Impaired Teacher job outlook: Expert opinions
Our panel of emotionally impaired teacher experts
California State University - Fullerton
University of Alaska Anchorage
University of Minnesota - Twin Cities
University of Hawaii at Manoa
University of Utah
Mary Baldwin University
Appalachian State University
Shippensburg University
Providence College
San Jose State University
Clarion University of Pennsylvania
Indiana University - Purdue University Indianapolis
Nicholls State University
Augustana University
What general advice would you give to an Emotionally Impaired Teacher?
Jennifer Lesh Ph.D.: Exercise discernment in your job selection: As a special education teacher, the range of positions available to you will be diverse and plentiful. Remember, a job interview is a two-way street. While school administrators will inquire about your qualifications, it’s equally important for you to evaluate the support and resources the school offers. Inquire about the school's induction programs for new teachers, mentorship opportunities, and the student-teacher ratio. Request a tour of the classrooms. It’s crucial that you feel a sense of belonging and alignment with both the environment and the team. The right fit for your initial teaching role can greatly enhance your capacity for resilience in this rewarding career. Never Stop Learning: Treat every day as an opportunity to learn something new. The most successful special educators are those who continue to grow their knowledge base and skill set long after formal education ends. Build Genuine Connections: Networking is more about building real relationships than accumulating contacts. Seek out educators as mentors whose work or path you admire and do are they are generally positive about teaching. Join a special education professional organization such as Council for Exceptional Children and get involved in the association at the local level. Maintain Work-Life Balance: It's crucial to find a balance that allows you to be productive at school while also taking care of your personal well-being. Burnout is real in the special education profession, and preventing it starts with recognizing the importance of your own health and happiness. Cultivate Your Personal Brand: Think about how you want to be perceived professionally as a special educator and make efforts to build your personal brand around those qualities. Whether it's through social media, blogging, or professional engagements, make sure your personal brand reflects your professional goals and values. Starting your career is the beginning of a lifelong journey of discovery, growth, and fulfillment. By staying curious, resilient, and connected, you'll set the stage for a rewarding and successful career.
Dr. Pamela Brillante
ProfessorWhat general advice would you give to an Emotionally Impaired Teacher?
Dr. Pamela Brillante: Attaining additional certifications and credentials while in your first few years of teaching will grow your salary quickly.
What Emotionally Impaired Teacher skills would you recommend for someone trying to advance their career?
Dr. Pamela Brillante: Understanding that disability is a natural part of the human experience, and that we all fall on some part of the continuum or spectrum of learning.
Being able to self-reflect on our own ableist views and change our mindset to believe that children are more alike than different.
Understanding a medical diagnosis doesn’t drive educational practices.
The need for initiative, persistence, creativity and problem solving in both ourselves and our students.
Tiffany Row Ph.D.
Program Coordinator, MMSN and ESNCalifornia State University - Fullerton
Special Education And Teaching
What Emotionally Impaired Teacher skills would you recommend for someone trying to advance their career?
Tiffany Row Ph.D.: There has been an increasing focus on social emotional learning in schools, and these skills are just as important for teachers to grow within themselves so they can best support and guide students in learning to regulate their emotions and navigate social relationships. And of course it's always crucial for teachers to have strong skills in literacy instruction.
What will help Emotionally Impaired Teachers increase their earning potential?
Dr. Natasha Griffin: A special education teacher wears many hats. Their main focus is on the students with individualized education plans (IEPs) to make sure that all of their needs are met such as providing accommodations and making sure that each student has a Free and Appropriate Public Education (FAPE). With the inclusive nature of special education, the special education teacher works directly with general education /content teachers, as well as collaborating with parents, administration, related service providers such as speech and language pathologists, and other stakeholders. Special education teachers provide co-teaching within the general education setting so that all students have an opportunity to learn together.
Krista James Ph.D.
Program Lead & Assistant Professor of Special EducationUniversity of Alaska Anchorage
Special Education And Teaching
What general advice would you give to an Emotionally Impaired Teacher?
Krista James Ph.D.: Shop around to various school districts. Look at their salary scale but also at any signing bonuses they might offer.
What general advice would you give to an Emotionally Impaired Teacher?
Dr. Kimberly Coy: The first part is to get your Master's degree, and then understand the pay scale in the district you work in as well as the districts around you. The second part is to make sure to join the teachers union and understand the bargaining process.
What Emotionally Impaired Teacher skills would you recommend for someone trying to advance their career?
Dr. Kimberly Coy: In the next 3-5 years, the skills that will be most important are the ability to be reflective of your practice. Teaching is an ever-evolving skill set for each person. Make sure you can look at your teaching and learn from it by being reflective and keeping your sense of wonder. Another skill will be the ability to understand that you are going to prepare students for jobs and challenges that have not been invented yet. Teach them the important skills of cultivating curiosity and adapting to change.
What general advice would you give to an Emotionally Impaired Teacher?
Amy Kunkel Ph.D.: The need for good special education teachers is greater than ever before, thus graduates with a special education teaching license can often find teaching positions within their own communities. Take your time to look around at your options, ask questions about your caseload, and try to gauge the support provided by administration and the special education team you will be joining. Oftentimes our student teachers have multiple job offers prior to finishing up their student teaching semester. You want to choose an environment that feels welcoming and supportive.
One piece of advice that all new teachers should remember is the importance of self-care. Teaching is not an easy profession, and teachers teach because they love working with children and young adults. Special education teachers have a very unique passion, and it's helpful to always remember your reason for teaching. The kids will help you with this! I recommend new teachers keep a journal of their thoughts, keep their evenings and weekends work-free, and find time to nourish their hobbies and skills outside the classroom.
What Emotionally Impaired Teacher skills would you recommend for someone trying to advance their career?
Amy Kunkel Ph.D.: Special education teachers need to develop collaboration skills with multiple audiences. In addition to teaching, special education teachers work with parents, caregivers, administrators, paraprofessionals, and general education teachers to develop comprehensive, individualized education programs (IEPs). The implementation of the IEP is a coordinated effort orchestrated by the special education case manager. Thus, skills in collaboration (listening, problem solving, empathy, and willingness to accept constructive feedback) are of the utmost importance.
What will help Emotionally Impaired Teachers increase their earning potential?
Amy Kunkel Ph.D.: To maximize your salary potential, first ask to see the hiring district’s salary schedule. Most districts operate on a “step and lane” system in which you receive higher pay for each year of service (step) and receive substantial raises for additional degrees earned (lane). For example, some districts will raise your salary for every 15 graduate credits you have earned, maximizing at a terminal degree. Teachers with a master’s degree + additional credits will earn substantially more than those without a master’s degree.
What general advice would you give to an Emotionally Impaired Teacher?
Francesca Go Ph. D.: For a new Special Education teacher, the key, if possible, is to be well trained in individualizing instruction, making data-based decisions, knowing the law and students' rights, and understanding the importance of collaborating well with students and parents. A good teacher will know what the science and research say about what works and what does not, especially around instruction in areas like reading and mathematics. More broadly, what a new teacher needs, at the minimum, is empathy and understanding for the student and parents and a willingness to meet the student where they are in learning.
What general advice would you give to an Emotionally Impaired Teacher?
Dr. Marija Čolić: People love being SPED teachers because of the profound impact they can have on students' lives. Watching students make progress, achieve their goals, and seeing the joy this brings to their families is incredibly rewarding. The profession offers a sense of purpose and the opportunity to make a meaningful difference every day.
What Emotionally Impaired Teacher skills would you recommend for someone trying to advance their career?
Dr. Marija Čolić: Special Education is a vital and rewarding field. SPED teachers have the power to change lives, which is incredibly fulfilling. There is always a need for SPED teachers, making it a stable career choice. People are drawn to this profession because of the immense satisfaction that comes from seeing students improve and their happiness, as well as the joy it brings to their families. The profession offers constant opportunities for growth and learning, making it a dynamic and impactful career path.
What will help Emotionally Impaired Teachers increase their earning potential?
Breda O’Keeffe Ph.D.: Before even starting your career in special education, look for programs and scholarships that provide financial support for your education and teaching license/credential. Because special education teachers are in high demand, many states, districts, and institutes of higher education provide financial incentives and supports for preservice teachers. Another option is to look for programs that provide loan forgiveness for working in high need areas (e.g., special education), schools (e.g., Title I schools), or districts. Graduating with low or no debt can help maximize your take-home pay as a teacher. Also, be aware that each state has its own teacher licensing/credentialing systems and that licenses/credentials do not always transfer directly when going from one state to another. If you know what state you will be teaching in, make sure your license/credential will be easily recognized in that state (or you may face additional educational requirements and costs). In addition, be aware that teacher salaries vary widely across states, across cities within states, and across different settings (e.g., private, public, preschool, K-12, etc.). In seeking preparation to become a special education teacher, you have many options that will ultimately affect your salary potential. Alternative routes to licensure which do not include the typical supports of a traditional teacher education program may be tempting, because they tend to be shorter and less expensive. Unfortunately, special education teachers prepared through these routes leave the field sooner and at higher rates than teachers provided with higher quality training at an institute of higher education (e.g., colleges and universities). Look for accredited programs that provide hands-on instruction and multiple supervised field experiences in the settings you will be teaching in, with high quality supervision and feedback (e.g., from a faculty member with teaching experience in your area), support for preparing for licensing/credentialing requirements, and instruction in evidence-based practices in academics, classroom management, intensive behavior supports, assessment, and special education law and policy. You will be more competitive when you start and more likely to persist, which will make the costs of your education worthwhile! When you are seeking a job, district salary schedules are posted on their respective websites. If salary is of utmost interest to you, start looking for high paying districts. Typically, charter and private schools do not have posted salary schedules, but if you are applying to those institutions, you should feel comfortable asking them to match the neighboring district pay. Some districts also offer additional compensation through incentive programs, “buying out” preparation periods, or other school-related duties. Don’t jump into committees and “extra duties” right away. Look for incentive programs specifically for high needs areas, such as special education. For example, in Utah, special education teachers can access the Teacher Salary Supplement Program (TSSP). This fund serves to reward and retain qualified educators in positions that have been identified as having staffing shortages. The state has also provided additional paid workdays outside of contract days to special education teachers to help prepare files and paperwork at the start or end of the school year. In addition, you can increase your pay by seeking further education such as a master’s degree or endorsements.
Dr. Rachel Potter
Director of Applied Behavior Analysis & Autism Studies, Associate Professor of EducationMary Baldwin University
Applied Behavior Analysis & Autism Studies
What skills stand out on Emotionally Impaired Teacher resumes?
Dr. Rachel Potter: In addition to being a university faculty member, I have also been a school-based and central office administrator, and when reviewing resumes of candidates for special education positions, one of the most important things I looked for was a history of diverse experiences. Many special education credentials qualify a candidate for positions that may span a wide range of grade levels. In Virginia, for example, initial special education teaching endorsements are K-12, so a resume will stand out if it shows that the applicant has had a breadth of experience across age/grade ranges. If a student is just newly credentialed, did they have fieldwork opportunities with early/primary grades, pre-teens, and older adolescents? Do their fieldwork experiences (and perhaps other related opportunities working with children) demonstrate that they have worked or volunteered across different demographics as well (rural settings, urban settings, settings that draw from differing socio-economic backgrounds, setting with higher rates of English-language learners, settings rich with racial/cultural diversity, settings that reflect practicum and student teaching placements in more than one school division)? While successful diverse experiences in and of themselves are not "skills," the reader of a resume can often infer likely associated skills, such as flexibility, collaboration, patience, cultural competence, and an understanding of "community in context," when a candidate has benefitted from a variety of experiences.
What soft skills should all Emotionally Impaired Teachers possess?
Dr. Rachel Potter: In any teaching position, whether special education or otherwise, it is perhaps the soft skills that are the greatest indicators of professional aptitude and success. In my years as a principal, we used to call this "teacher mojo," and it was an aura that is easier to glean in an interview than on a resume but centers around those personal traits that the person brings with them to the table beyond their content and pedagogical knowledge and expertise. A hiring administrator wants to know that the candidate is collaborative; special education teachers are expected to partner with their general education colleagues and related service providers and serve as case managers of interdisciplinary teams. They need to have excellent listening and facilitation skills, demonstrated through approachability, patience, flexibility, cultural competence, and the ability to lead sometimes difficult conversations. Special educators need to have impeccable time management skills and be reliable when meeting deadlines, as timelines are set by federal legislation and state regulation, not simply the whim of a school administrator. Additionally, they need to model inclusivity and kindness; they are often the voices in their buildings for the excluded students. They should be confident enough to say, for example, "have we thought about accessibility concerns for the upcoming field trip?" and be willing to kindly remind their colleagues of equal access and inclusivity when someone suggests "leaving those kids behind just this one time."
Dr. Susan Hedges Ph.D.
Assistant ProfessorAppalachian State University
Department of Reading Education and Special Education
What are the biggest trends we'll see in the Emotionally Impaired Teacher job market given the pandemic?
Dr. Susan Hedges Ph.D.: Being a special educator today is about much more than just knowing which strategy to use to support a child with diverse abilities or how to use Zoom. Today's special educators need to be trained in trauma-informed pedagogy as more and more of our students in this country face trauma in a variety of ways. Thinking of the pandemic, students may have recently lost a close family member, or perhaps their family is suffering economically and they are facing food insecurity, or there's abuse at home. There are a number of ways the pandemic is creating trauma in children's and educators' lives. Since the majority of students today across the US are BIPOC and our educators are about 80% white (and female), having skills in culturally relevant pedagogy is also critical. What our children witness if not in their own communities, then on TV and social media, can make it difficult to learn. Educators need to be prepared for that. Ignoring it as though it is not happening is not an option.
What skills stand out on Emotionally Impaired Teacher resumes?
Dr. Susan Hedges Ph.D.: If I were hiring special educators in my district, I would look for those who have strong technology and organizational skills along with a solid foundation in special education assessment, law, and evidence-based practices. I would also look for someone who has demonstrated strong collaborative skills. Special educators are always collaborating and need to be extremely good at it. They need to work with classroom teachers, specialists, administrators, bus drivers, paraprofessionals, and most importantly families.
Are there any particularly good places in the United States for Emotionally Impaired Teachers to find work opportunities?
Dr. Susan Hedges Ph.D.: Everywhere in the US, there is a need for highly trained special educators. The pay varies of course but so does the cost of living. I would encourage someone just starting out to find a location where they feel comfortable and start looking for a job.
Dr. David Bateman Ph.D.
Professor of Special EducationShippensburg University
Department of Educational Leadership and Special Education
What skills stand out on Emotionally Impaired Teacher resumes?
Dr. David Bateman Ph.D.: Certification. Experience working with children with disabilities.
What general advice would you give to an Emotionally Impaired Teacher?
Marcy Zipke Ph.D.: The best teachers focus on student needs, both academic and social-emotional. It is absolutely crucial to get to know your students both in general, while preparing for an interview, and then personally when you begin teaching. Do your homework! Make sure you know the answer to questions such as: What are the expectations of the district? What are the students' home lives like? Does the curriculum need supplementing? and more.
What are the biggest trends we'll see in the Emotionally Impaired Teacher job market given the pandemic?
Marcy Zipke Ph.D.: Teachers are essential, and will always be needed. One thing the pandemic has demonstrated is how parents have really been stretched thin, juggling work and childcare. As soon as it is safe for elementary students to go back to school full time, I am sure we will see a hiring boom as more teachers are needed. And a good thing to keep in mind is that, whether school is online or in-person, the fundamental nature of teaching has not changed. Elementary teachers who can connect with students and establish strong relationships will always be in demand.
Dr. Peg Hughes Ph.D.
Chair, Department of Special Education. Coordinator of ECSE ProgramsSan Jose State University
Department of Special Education
Are there any particularly good places in the United States for Emotionally Impaired Teachers to find work opportunities?
Dr. Peg Hughes Ph.D.: I'm not really privy to employment outside of California, but certainly there is always a demand for education specialist in our states. Often our student teachers are hired immediately by districts where they do their student teaching, so this is a nice pipeline for employment.
What experience really stands out on Emotionally Impaired Teacher resumes?
Dr. Richard Sabousky Ph.D.: Resumes reflect experience in giving assessments linked to instructional outcomes, curriculum mapping, and implementation of evidence-based instruction. Other activities may include the practice of online education and the use of various technologies to achieve desired student outcomes. Although not mentioned above, applying the principles of applied behavior analysis, often used in teaching students with Autism, would also be a huge plus.
What type of skills will young Emotionally Impaired Teachers need?
Dr. Richard Sabousky Ph.D.: New faculty will have to demonstrate an increased ability to differentiate instruction and work with the general education faculty to meet students where they are and implement techniques to accelerate the learning of all students who may have experienced COVID-related gaps in knowledge. Specifically, these skills would be related to explicit instruction and Direct Instruction, as well as other evidence-based techniques. Applications of instructional technologies mediated through computers and tablets, peers, and teachers will need to be used. An example would be related to questioning, having students respond to teacher questions in various ways. The most basic of these responses would be a binary response, such as right false questions next to a provided set of choices for students to select. Then, the most difficult of reactions - a production response, would show students' in-depth understanding. All of the above would be driven by the new faculty's experience with assessment and assessment practices. The outcomes of assessment, both formal and informal, will drive instruction.
Another skill or activity to be undertaken will be an intimate knowledge of the standards students must meet and resource materials available in their respective schools to help meet those standards. The textbook is not the curriculum or the standards but a vehicle to achieve those standards. By familiarizing the curriculum, educators will better handle those prerequisite skills needed to perform at the highest levels.
Patricia Rogan Ph.D.
Professor, Special Education/Urban Teacher EducationIndiana University - Purdue University Indianapolis
IUPUI School of Education
How would you rate the starting salaries for Emotionally Impaired Teachers, as well as the prospects for salary advancement?
Patricia Rogan Ph.D.: Teacher salaries continue to grow, but they vary from state to state and district to district. According to the NEA, the average starting salary for beginning teachers in 2017-18 was $39,249. The average salary of all teachers in the U.S. was $61,730 in 2018-19, which was a 2.1% increase from the previous year. Despite COVID-19 and its impact on teachers, it is doubtful that teacher salaries will jump significantly in the years ahead (due to state economic challenges) unless teachers strike.
What general advice would you give to an Emotionally Impaired Teacher?
Patricia Rogan Ph.D.: Education graduates should work to stand out in the crowd during their Student Teaching experiences and make connections with school administrators. After graduation, they should tap all possible personal/professional contacts for job leads, stay in touch with their university faculty, and NETWORK, NETWORK, NETWORK. Our grads should interview schools as much as schools are interviewing them, so they find the right fit. Education graduates should remember that when they are interviewing and seeking employment, they should be asking questions that are important to them and align with their teaching values. It may make sense to take a short-term appointment (e.g., for maternity leave) in order to get a foot in the door in a district in which the graduate would like to work.
Tara Martin
Director- Bridge to IndependenceNicholls State University
Will there be an enduring impact of the coronavirus pandemic on Emotionally Impaired Teachers?
Tara Martin: I feel that the coronavirus and the whole COVID pandemic will have an enduring impact on graduates and impact the learning of students of all ages. I am sure that our entire world's quality of education, since March 2020, has significantly declined from preschoolers to higher education. It is quite sad to see, and it is scary that something invisible can effect our country's educational system.
Are there any particularly good places in the United States for Emotionally Impaired Teachers to find work opportunities?
Tara Martin: Special education teachers are a rare breed. Because our world will always have students who require specialized education, special education teachers should gain employment across the United States. Students who need these services typically don't learn with an array of modifications and accommodations. For this to happen, a real-life teacher will be essential.
Dr. Michelle Powers
Assistant Professor of Special EducationAugustana University
School of Education
Will there be an enduring impact of the coronavirus pandemic on Emotionally Impaired Teachers?
Dr. Michelle Powers: One of the differences, about the pandemic compared to other large scale events, is that this event touched everyone's lives. No one was left without an impact from going through COVID 19. As future professionals, our graduates are at a point in their lives when they are ready to make their mark on this world. Knowing what is ahead of them, with the potential for future health challenges such as this, I would say there is a substantial impact on how they now perceive their future and their role. They see the challenges of communities, which, of course, include our school systems, struggling to balance personal rights and health concerns. As part of Augustana's core values, our students are focused on caring for one another and the world around us. I expect our graduates, having lived and learned under these unusual times, will pursue their vocation of teaching with great passion and a deep commitment to providing the best educational opportunities possible for their students, no matter what circumstances or challenges we face in the future.
Are there any particularly good places in the United States for Emotionally Impaired Teachers to find work opportunities?
Dr. Michelle Powers: The field of education, including special education, is full of incredible and rewarding work opportunities, across the US, for new graduates. As our current teaching workforce begins to reach the age of retirement, more and more options are going to emerge. Whether you want to stay in your community or reach out for a new adventure, school districts need skilled professionals to lead their classrooms. Sometimes, places that recent graduates might not consider beginning their careers can turn out to be a great fit. Smaller, more rural communities embrace young professionals and can give them mentoring and support to grow their skills and expertise. I am unsure if new professionals consider the Midwest and the opportunities we present for them, but I would encourage any recent graduate to look at these areas. The school systems here are excellent, more diverse than you might expect, and are doing some fantastic things in their classrooms that would be exciting and rewarding for anyone who loves teaching.