Special Education Resource Teacher | Aquila Elementary

Special Education Resource Teacher | Aquila Elementary |

Saint Louis Park Independent School District 283 AQ-SPECIAL EDUCATION - St. Louis Park, Minnesota

Job : 5622014

Final date to receive applications: Apr 30, 2026 11:59 PM (Central Standard Time)

Posted: Apr 01, 2026 5:00 AM (UTC)

Starting Date: Aug 17, 2026

Title: Teacher‑Special Education

DBM Classification: C43/Grade
14

Department: Special Education

Salary Range: $48,967 - $108,183

Employee Group: P.A.T‑Teachers

Prepared Date: April
2026

Reports to: Director of Special Services

FTE/FLSA Status: 1.00 | 10‑Months | Exempt

MULTIPLE POSITIONS AVAILABLE

The district is seeking multiple Special Education Teachers to serve students across a variety of disability areas and program settings. Positions may include, but are not limited to:

• Autism Spectrum Disorder (ASD)
• Emotional/Behavioral Disorders (EBD)
• Developmental Cognitive Disabilities (DCD)
• Learning Disabilities (LD)

A Special Education Teacher is responsible for providing individualized instruction and support to students with disabilities, ensuring they receive appropriate educational services in alignment with their Individualized Education Programs (IEPs). The role includes collaboration with families, general education teachers, and support staff to create an inclusive and supportive learning environment.

• Develop and implement lesson plans tailored to meet the needs of students with disabilities.
• Adapt instructional methods, materials, and assessments to accommodate diverse learning styles.
• Provide direct instruction in academic, social-emotional, and functional skills.
• Utilize assistive technology and specialized resources to support student learning.
• Monitor and assess student progress, adjusting instructional strategies as needed.
• Develop and update Individualized Education Programs (IEPs) in collaboration with the IEP team.
• Ensure compliance with federal and state special education laws (e.g., IDEA, Section 504).
• Collect and document data to assess progress toward IEP goals.
• Participate in IEP meetings, multidisciplinary team discussions, and student evaluations.
• Provide accommodations and modifications in accordance with IEPs.
• Work closely with general education teachers to support inclusive practices.
• Communicate regularly with parents/guardians regarding student progress and needs.
• Collaborate with paraprofessionals, related service providers, and other support staff.
• Serve as an advocate for students with disabilities to ensure access to appropriate educational resources.
• Implement positive behavior support plans (PBSP) and interventions.
• Utilize de‑scalation and crisis intervention strategies as needed.
• Promote a safe and supportive learning environment.
• Foster students' social and emotional development through targeted interventions.
• Maintain accurate and up-to-date student records, including progress reports and services documentation.
• Use data‑driven decision‑making to refine instructional strategies.
• Participate in professional development and training to enhance instructional effectiveness.
• Supervise and provide direction to paraprofessionals and support staff.
• Participate in school‑wide initiatives, committees, and professional learning communities.
• Adhere to all district policies, ethical guidelines, and confidentiality requirements.
• Other duties as assigned.

• Special Education Laws & Policies:
  Understanding of IDEA, Section 504, ADA, and state regulations governing special education.
• Individualized Education Programs (IEPs):
  Knowledge of IEP development, implementation, and compliance requirements.
• Instructional Strategies:
  Familiarity with differentiated instruction, Universal Design for Learning (UDL), and evidence‑based teaching practices.
• Behavior Management:
  Understanding of Positive Behavioral Interventions and Supports (PBIS), Functional Behavior Assessments (FBA), and Behavior Intervention Plans (BIP).
• Assessment & Data Collection:
  Knowledge of formal and informal assessments to track student progress and inform instruction.
• Assistive Technology:
  Familiarity with adaptive tools, software, and…