Special Education Teacher - Transition Program (18-22) - 1.0 FTE
Begins August 31, 2026
New Teacher Orientation August 24-26, 2026
Work Experience license preferred. Special Education Teacher License required: DCD, ASD, or ABS
Per Teachers' Collective Bargaining Agreement.
$47,992/yr-$99,862/yr (2024-2025 Rates) (Pending contract negotiations)
Join Our Team and Thrive!
We offer a comprehensive benefits package that stands out among school districts:
- Health Insurance: A rich health plan that provides extensive coverage for you and your family, ensuring peace of mind.
- Dental Insurance: Full coverage options for routine and preventive care, keeping your smile bright and healthy.
- Life Insurance: Protect yourself and your loved ones with a robust life insurance plan
- an Employee Assistance Program, free to employees and their family members
- optional medical and dependent care flexible spending account
To learn more about our benefits and eligibility, visit our webpage for new employees.
TITLE: SPECIAL EDUCATION TEACHER
POSITION SUMMARY: The Special Education Teacher is committed to equitable access, inclusive practices, and shared accountability for the academic, behavioral, and social success of students with disabilities.
QUALIFICATIONS:
- Valid Minnesota special education license issued by PELSB
- Knowledge of IDEA, Minnesota Rule, FAPE, and LRE requirements.
- Commitment to teaching as a profession.
- Positive, collaborative, innovative attitude, with passion for education.
REPORTS TO: Director and/or Assistant Director of Student Support Services
PERFORMANCE RESPONSIBILITIES:
Planning and Preparation
- Understands learning theory, disability-specific instructional practices, student development, and curriculum standards, and uses this knowledge to design standards-based instruction aligned with IEPs and grade-level expectations.
- Demonstrates comprehensive knowledge of students' academic, behavioral, social-emotional, and cultural needs, and uses this information to plan differentiated instruction and appropriate supports.
- Develops measurable, standards-aligned IEP goals; establishes high expectations for growth; and uses formative and summative assessment data to guide instructional decisions and monitor progress.
- Designs and implements individualized lesson plans using evidence-based interventions; adapts curriculum, instruction, and assessments to ensure access to the general education curriculum consistent with FAPE and LRE.
Utilizes data systems, instructional strategies, and available district and community resources to support student achievement and connect families to appropriate services.
Classroom Environment
- Creates a safe, structured, and inclusive environment that promotes dignity, belonging, high expectations, and student independence.
- Establishes clear routines, procedures, and classroom systems that maximize instructional time and support consistent implementation of accommodations and behavior plans.
- Implements proactive and individualized behavior supports; responds to student behavior respectfully and effectively using de-escalation strategies.
Fosters positive peer interactions and supports meaningful participation in both special education and general education settings.
Instruction
- Provides high-quality direct and indirect special education instruction to cross-categorical students in a variety of service delivery models, including resource, center-based, co-taught, and other multidisciplinary settings.
- Uses evidence-based instructional practices and differentiated strategies to address academic, behavioral, social, and executive functioning needs.
- Collaborates with general education staff to plan, deliver, and monitor accommodations and modifications that ensure access to grade-level curriculum.
- Monitors progress through ongoing assessment, provides timely and specific feedback, and adjusts instruction based on student response to intervention.
- Utilizes assistive and educational technology to increase access, engagement, and independence, and promotes self-advocacy and transition-related skills when applicable.
- Provides direction and oversight to paraprofessionals assigned to support students with disabilities, including training, task delegation, and monitoring implementation of accommodations and behavior supports.
Professional Responsibilities
- Serves as IEP case manager for assigned students and implements special education services in accordance with federal and state law and district procedures.
- Develops and maintains IEPs, evaluation reports, and documentation in compliance with federal and state special education law and district procedures.
- Facilitates IEP meetings to ensure meaningful parent participation and collaborative decision-making; maintains accurate and confidential student records in accordance with federal, state and district policy.
- Collaborates with administrators, general education staff, paraprofessionals, related service providers, and outside agencies to coordinate services and supports, and communicates regularly with families regarding student progress.
Participates in Child Study Teams, professional learning communities, and district initiatives; engages in ongoing professional development; demonstrates professionalism in conduct and communication; and performs other duties as assigned consistent with the teachers' collective bargaining agreement.
TERMS OF EMPLOYMENT: As per teachers' collective bargaining agreement.