2025-2026 Special Education Teacher

SUMMARY OF RESPONSIBILITIES

The ECSE Birth–3 Teacher provides early intervention services to infants and toddlers with developmental delays and disabilities, primarily in home and community-based settings. This educator works in partnership with bilingual families to support developmental outcomes using culturally sustaining practices. The role requires strong collaboration with families, caregivers, interpreters, and interdisciplinary teams to create Individualized Family Service Plans (IFSPs) that reflect each family’s values, strengths, and language.

Preferred qualifications:

• Experience working in urban or racially and culturally diverse communities.
• Demonstrated ability to engage families in culturally affirming ways.
• Bilingual or multilingual abilities (e.g., Spanish, Somali, Hmong, Oromo, Amharic, Vietnamese, or others).
• Knowledge of racial equity frameworks and commitment to anti-racist, inclusive practices.
• Strong communication and collaboration skills across cultures and disciplines.

Key Responsibilities:

• Conduct developmental assessments in the child’s home or natural setting, using culturally appropriate tools and practices.
• Provide specialized instruction to children ages birth to 3 in alignment with IFSP goals.
• Develop strong, trusting partnerships with families, with sensitivity to cultural beliefs, parenting styles, and language.
• Collaborate with interpreters and cultural liaisons to ensure accessible communication for families with limited English proficiency.
• Develop and implement strategies that empower BIPOC families and recognize their knowledge, strengths, and community resources.
• Participate in IFSP meetings and collaborate with family members and service coordinators to support child and family outcomes.
• Maintain timely and accurate documentation that reflects family voice, developmental progress, and culturally responsive interventions.
• Work collaboratively with Early Childhood Family Education (ECFE), home visiting programs, and community partners to connect families with additional supports.
• Attend professional development focused on racial equity, cultural responsiveness, trauma-informed care, and early childhood best practices.
• Support transition planning as children approach age 3, collaborating with Part B ECSE programs.

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 

• Current Minnesota teaching license in Early Childhood Special Education (Birth–Age 6).
• Knowledge of infant and toddler development, early intervention strategies, and family-centered practices.
• Valid driver’s license and ability to travel to home and community-based settings.
• 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 Early Childhood Special Education

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