Special Education Teacher - FTE at Laura B. Anderson Elementary

Special Education Teacher – 1.0 FTE at Laura

B. Anderson Elementary

Sioux Falls School District – Laura

B. Anderson Elementary – Sioux Falls, South Dakota (Open in Google Maps).

Job : 5600650

Final date to receive applications: Posted until filled

Posted: Mar 23, 2026 5:00 AM (UTC)

Starting Date: Aug 10, 2026

Position Type: Full‑Time

Hours: Monday through Friday, 7:30 am to 4:00 pm (40 hours per week, 9 months)

We want you here! Discover the unparalleled support awaiting special education teachers within the Sioux Falls School District.

• With an innovative online IEP system boasting a 96% satisfaction rate among our teachers, and dedicated IEP facilitators streamlining meetings, educators have more time to focus on what truly matters – nurturing their student's growth.
• Our “Virtual Office,” offered multiple times a month, provides instant support and guidance via Zoom for challenges Special Educators face.
• Join the Special Services Learning Academy which equips educators with the tools they need for success and work with Instructional Coaches to ensure swift curriculum mastery.
• When it comes to managing classroom dynamics, our esteemed behavior team, including Board Certified Behavior Analysts (BCBAs), are on hand to provide expert guidance and support.

In the Sioux Falls School District, you're not just an educator; you're an integral part of a supportive, collaborative team committed to unlocking every student's highest potential.

Education Level: Bachelor’s degree and endorsements in the areas of teaching assignment. Certification or licensure:
South Dakota teaching certificate.

Experience Desired: At least one year of work experience in a position requiring interpersonal interaction skills and knowledge of strategies to support students with challenging behaviors.

Physical Requirements: Constant hand–eye and mind-eye coordination and hearing; intermittent speaking, standing, walking and writing; the ability to provide physical management to students with behavior or self-care needs.

Other Requirements: Excellent oral and written communication skills; skills in human relations, leadership and conflict management; knowledgeable of teaching techniques that meet the diverse needs of students; demonstrated skills in computer word processing, spreadsheets and databases; knowledge in implementation of IEP process and special education law; training in assessment and interpretation of information.

1. Ability to Plan and Prepare Instructional Tasks

• Plan instructional tasks that are meaningful and related to learning goals.

2. Provide Instruction to Students

• Implement District curriculum.
• Maintain a strong instructional focus utilizing the elements of effective instruction.
• Communicate a high level of expectation.
• Communicate clear learning goals to students.
• Adapt instruction to meet the needs of all students.
• Address various learning styles.
• Sequence content at an appropriate pace.
• Use appropriate level of questioning to promote understanding.
• Relate lesson content to prior and future learning.
• Require students to summarize information in written and/or verbal form.
• Appropriately recognize and reinforce individual student effort.
• Represent knowledge/information non‑linguistically through a variety of methods.
• Organize students in cooperative or ability groups when appropriate.
• Require students to analyze and apply knowledge.
• Display enjoyment, humor, and enthusiasm for teaching and expect students to enjoy learning.
• Conduct ongoing assessments for learning.

3. Provide Effective Classroom Environment

• Establish appropriate classroom rules and procedures that are clearly understood by all students.
• Effectively and consistently enforce rules and follow procedures.
• Redirect students naturally and immediately without disrupting others.
• Be well‑organized and have all materials, equipment, etc., ready for immediate use.
• Carry out smooth and effective transitions (e.g., from one activity to another, as students enter and leave the room).
• Maximize time on purposeful instructional tasks.
• Begin and end class period with focus on learning.
• Establish a positive learning environment.

4.…