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

Position Overview

Intermediate School District 917's Transitional Education Service Alternative (TESA) program located at Dakota County Technical College will play a vital role in providing a consistent, safe environment conducive to learning by delivering a broad range of teaching services or specific learning programming. The teacher will assist students in developing skills, attitudes, and knowledge necessary for future learning, using a variety of teaching and learning methods appropriate to each student’s ability.

The role requires modeling 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 their safety and growth and to help them understand and demonstrate appropriate behaviors at school and in the community. The teacher operates within a team environment daily, where collaboration, communication, and adaptability are key to the success of the students and the team.

The position follows District policy and State/Federal Laws.

• 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; develop reasonable rules of classroom behavior and appropriate techniques; translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate 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 accomplishments of students on a regular basis using multiple assessment methods; provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; encourage and facilitate the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable 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 and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff‑development sessions as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and share this knowledge for continual improvement of the school’s curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de‑escalation techniques, and redirecting inappropriate behaviors; may be required to use restrictive procedures.
• Use flexible thinking and adaptability to address student needs and respond calmly during crisis situations, when necessary.
• Perform other duties as assigned.

• 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 Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD), or an equivalent combination of education and experience may be considered.
• Willingness and ability to work with…