High School Special Education Teacher
Posted Sep 15, 2026 · We last checked this listing on Oct 6, 2026
Likely interview questions for this role
Written from this job description, not a generic list. Each one notes what the interviewer is really checking.
About your past
The Richardson School serves students placed by their districts because of significant behavioral needs. What experience do you have with high school students like these?
What they are checking: Whether they are ready for an alternative placement where behavior and academics are deeply connected.
Tell me about a time you had to change your teaching approach because it was not working for a student.
What they are checking: Whether they use data and reflection to adjust instead of blaming the student.
How do you create a culture for learning in a room where many students have had bad experiences with school?
What they are checking: Whether they know how to rebuild trust and routine with students who expect to fail.
How do you take care of yourself in a job with frequent behavioral incidents?
What they are checking: Whether they have the resilience to stay effective over a full school year.
What would you do
You will lead the staff who support your classroom. How do you make sure everyone responds to behavior the same way?
What they are checking: Whether they can create consistency across adults, which students with behavioral needs depend on.
A student refuses to work and tells you school is pointless. How would you respond in that moment and over time?
What they are checking: Whether they can engage a discouraged teen without power struggles.
About the work
How do you build daily lesson plans that address both a student's academic goals and their behavior goals?
What they are checking: Whether they can weave IEP behavior and academic targets into the same instruction.
Walk me through how you develop and track an IEP goal with input from the district, family and therapists.
What they are checking: Whether they can collaborate with many stakeholders and still produce measurable, trackable goals.
What proactive classroom management approaches have worked best for you with teenagers who have emotional or behavioral disorders?
What they are checking: Whether they rely on prevention and relationship rather than consequences alone.
How do you think about transition goals for high school students heading toward work, college or adult services?
What they are checking: Whether they plan for life after school, which is required for older students with IEPs.
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As published by MyPath.