2025-26 Special Education Teacher - Peter Hobart Elementary

SUMMARY OF RESPONSIBILITIES

Provide academic and social skills instruction to children with Disabilities. To create an educational program and a classroom environment that is multicultural/gender and ability fair/developmentally appropriate, is favorable to learning and growth and is based on a commitment that all children can learn.

DUTIES AND RESPONSIBILITIES

• Responsible for case management and maintaining appropriate due process files.
  
• Work effectively with an interdisciplinary team to ensure inclusive educational practices and meet the diverse needs of students.
  
• Acquire knowledge of the goals of the district/school goals, with a particular focus on equity, FAPE, and inclusion for BIPOC and LGBTQ IA students.
  
• Establish developmentally appropriate instructional and behavioral expectations for students, communicating those expectations, often, to students and their families in a culturally responsive manner.
  
• Create lesson plans and learning environments that are safe, respectful, and engaging, while promoting multicultural, gender, ability fairness, and inclusivity for each student.
  
• Select, adapt, and individualize materials appropriate for diverse student populations and skills, recognizing the unique needs of students from varied cultural and linguistic backgrounds.
  
• Collaborate and communicate regularly with students, families, particularly in diverse communities, to make educational decisions and use family and community resources to support learning. Actively work with families who speak multiple languages to ensure clear communication and support.
  
• Assess students' developmental, cognitive, and social needs, providing developmentally appropriate instruction to meet those needs, and recognizing the potential for all students to learn and succeed.
  
• Regularly assess student learning using multiple forms of assessments to monitor progress and adjust instructional strategies.
  
• Facilitate positive interactions between students and teachers, students and peers, and students and other adults, fostering an inclusive and supportive learning environment.
  
• Model learning and behavior consistent with the expectations for students, demonstrating cultural humility, and recognizing the value of diverse experiences and identities.
  
• Assess own instructional effectiveness through the TD&E rubric, peer coaching, Professional Development Process (PDP) and engage in continuous improvement focused on serving diverse student needs.
  
• Participate in ongoing and regular staff, team, and individual professional development, including training in cultural responsiveness, equity, and inclusion.
  
• Collaborate with peers to develop, plan, and implement best practices based on the needs and abilities of students, ensuring all students, including BIPOC and LGBTQ IA, are supported and empowered.
  
• Always prioritize the students' needs and rights in any educational decision-making, ensuring inclusive and equitable opportunities for all.
  
• Demonstrate competence in the standards of effective instruction, with a focus on equity and culturally relevant teaching practices.
  
• Have a working knowledge of and implement the Minnesota state standards and the graduation rule, ensuring all students, regardless of background or identity, are supported in meeting these standards.
  

KNOWLEDGE, SKILLS & ABILITIES

• Knowledge of teaching principles, practices, techniques and approaches.
• Knowledge of child development theories and development stages and needs.
• Knowledge of current trends, theories and technologies pertaining to learning and instruction.
• Knowledge of assessment procedures and techniques, test construction and evaluation methods.
• Knowledge of subject material, concepts and issues related to grade/subject of assignment.
• Understanding of basic office equipment and software used by the district in maintaining records and files (i.e. word processing software, student record databases). 
• Knowledge of instructional technologies and software, equipment, tools and devices used to present instruction, documenting assessments, student progress or other classroom administrative requirements of the district.
• Skilled in planning and developing lesson plans consistent with approved program curriculum.
• Skilled in presenting complex materials and concepts in an understandable and grade appropriate manner.
• Skilled in developing assessment tools, assessing and evaluating student performance and needs.
• Skilled in leading group processes/discussions, utilizing a variety of instruction aids and technologies.
• Ability to write reports, lesson plans, learning objectives, tests, and assists in writing and reviewing curriculum using and applying professional/technical concepts, principles and terminology.
• Ability to deal effectively and appropriately with parents, students, staff and other educational professionals over instructional needs, concerns or problems of the student and district.
• Dealing with children, staff, parents, administrators and other educational professionals over parent and student issues and concerns.  Interactions require persuasion, instruction and working with others to gain cooperation and understanding of educational issues/needs.  Advises and makes recommendations to district administrators or committees concerning needs in curriculum and learning approaches. 

PHYSICAL DEMANDS 

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the duties of this job, the employee is regularly required to sit; use hands; talk; and hear. The employee is occasionally required to stand; walk; reach with hands and arms; and lift and/or move up to 10 pounds. Specific vision abilities required by this job include closeness and the ability to adjust focus.

WORK ENVIRONMENT

• The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually quiet.

EDUCATION and/or EXPERIENCE 

• Education, Training and Experience
• Bachelor’s Degree from an accredited university.
• Working knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective.
• Prior successful experience student teaching or teaching in urban, multicultural education settings.
• Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development. 

CERTIFICATES, LICENSES, REGISTRATIONS

 A valid Minnesota teaching license in Special Education in one of these fields.

• Academic and Behavior Strategist (ABS)
• Specific Learning Disabilities 

BENEFIT INFORMATION
St. Louis Park Schools provides a comprehensive benefits package for employees working 20 or more hours per week. Key benefits include:

• Health and Dental Insurance
• Flexible Spending Accounts (FSA) for medical and dependent care expenses
• Life Insurance
• Accidental Death and Dismemberment (AD&D) Insurance
• Short- and Long-Term Disability Insurance

The cost of benefits varies based on the employee group and full-time equivalent (FTE) status. For detailed information, including specific benefits and associated costs, please refer to the applicable group or bargaining unit contract Employment Contracts.

Salary : $47,066 - $103,660