Special Education Teacher (1.0 FTE)

A full-time special education teaching position is available in the Saint Peter Public Schools for the 2024-2025 school year.  A valid Minnesota special education teaching license is required. EBD, ASD, and ABS licensure is preferred. The ideal candidate has a passion for literacy and experience teaching reluctant learners. Candidates should upload letters of reference, at least one written by a current direct supervisor. 

The students served at the Oshawa Learning Academy are residential clients at the Leo A. Hoffmann Center (LAHC). LAHC is a private, nonprofit corporation committed to assessing and providing high quality, outcome-based mental health services for children and adolescents. Please see the attached document for more information regarding our mission and partnership with the Leo A. Hoffmann Center.

This position will be filled on the basis of the experience, competency, and qualifications of the applicant and the needs of the district.  District 508 complies with state and federal fair employment regulations. For further information contact Principal Jana Sykora at the Hoffmann Learning Center at 507-934-9820 ext 1026 or jsykora@stpeterschools.org.

GENERAL RESPONSIBILITIES
Under the direction of the school principal, the special education teacher plans and provides for appropriate learning experiences for students with disabilities. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports.

ESSENTIAL TASKS
These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.

1. Provide direct and indirect instructional support to students in a positive environment.
2. Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
3. Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students’ varying needs and interests.
4. Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
5. Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies.
6. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
7. Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
8. Meet with parents to discuss their children’s progress and to determine priorities for their children and their individualized educational needs.
9. Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students’ educational, physical, and social/emotional development.
10. Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
11. Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
12. Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings. • Provide crisis intervention, as needed, for students and those in inclusive classrooms.
13. Assist in collection of data for providing appropriate classroom interventions.
14. Serve as a member of a multidisciplinary team as appropriate.
15. Assist in preparation of data for local, state, and federal reports.
16. Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
17. Perform related work as required.