Special Education Teacher, Transition-Age Services: Autism Spectrum Disorders; ASD), Emotional

INTERMEDIATE SCHOOL DISTRICT 917

POSITION OPENING

Date Posted:
August 18, 2025

Position Title
:
Special Education Teacher, Transition-Age Services:
Autism Spectrum Disorders (ASD), Emotional Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) licensure

Assignment Location
:
Dakota County Technical College, Rosemount, MN, in the Transitional Education Service Alternative (TESA) Program

Hours per Day
: 8.0

Schedule
: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date
:
Around 8.18.2026

Assignment Length
:  school year, continuing contract

Salary
:
Per teacher contract (attached)

Position Overview

Under the supervision of the Assistant Director/Principal, the special education teacher for Intermediate School District 917's Transitional Education Service Alternative (TESA) program located at Dakota County Technical College will provide a consistent, safe environment conducive to learning by delivering a broad range of teaching services or specific learning programming and assisting students in developing skills, attitudes, and knowledge needed for future learning in accordance with each student’s ability through a variety of teaching and learning methods at various levels.

The role involves modeling and encouraging respect, communication, and competency during student work tasks and socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The teacher will work in a collaborative team environment, where communication and adaptability are key to success.

The role is performed following District policy and State/Federal laws.

Responsibilities

• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; establish reasonable rules of classroom behavior; translate lesson plans into learning experiences using a variety of teaching strategies; maximize time on task.
• Plan and implement a program of study designed to meet individual student needs including adherence to state and federal requirements for due process; evaluate student progress using multiple assessment methods; provide progress and interim reports.
• Encourage student enthusiasm for learning; support collaborative work of other staff members.
• Communicate with parents in a timely manner; maintain positive and constructive communication with students, staff, parents, and the community.
• Collaborate with parents and other staff to reinforce the educational program for each student; communicate effectively to meet student needs and maintain a positive work environment.
• Share responsibility for supervision of students during the school day.
• Protect students, equipment, materials, and facilities by taking necessary precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; adhere to health and safety policies.
• Maintain appropriate work habits, including regular attendance and effective use of conference and planning time.
• Attend workshops, seminars, and staff development sessions, as required.
• Respect the confidentiality of records and information in accordance with ethics and laws.
• Keep current in subject matter knowledge and learning theory and share knowledge for curriculum improvement.
• Use proactive behavior management techniques, reinforce positive behaviors, employ de-escalation techniques, and redirect inappropriate behaviors. May be required to use restrictive procedures.
• Utilize flexible thinking and adaptability to address student needs and respond calmly during crises when necessary.
• Other duties as assigned.

Qualifications

• A bachelor’s degree with coursework in education or a related field, and a current teaching license from the Professional Educators Licensing and Standards Board (PELSB) in Special Education in Autism Spectrum Disorders (ASD), Emotional…