Special Education Teacher; Grades K-5 DCD Long Term Substitute

Job Title:

Special Education Teacher (Grades K-5) DCD Long Term Substitute – Rutherford Elementary

Position Length:
Role is estimated to begin in December 2025 and last to March 2026.

The successful candidate will implement curriculum and instruction to students in the program to assist them with social, emotional, and behavioral skills. The candidate will also work with students to engage in their general education coursework as they are able.

• Designs and implements instructional plans, aligned with district standards and curriculum, tailored and appropriate to the subject area(s) and unique needs of assigned students.
• Reviews, selects, and modifies materials and resources to carry out the curriculum plan.
• Accommodates delivery of instruction and assessment in accordance with the students unique learning strengths and challenges.
• Instructs students in a manner which consistently incorporates best teaching practices.
• Coordinates the instruction and related service in the student’s IEP and serves as the primary contact for the parent.
• Develops annual education plans (IEP) for students to include present levels of performance, educational needs, goals and objectives and general and special educational services.
• Assures compliance with procedural requirements, communicating and coordinating among home, school and other agencies, and between general and special education programs; and scheduling and facilitating team meetings.
• Coordinates due process procedures according to TSES (Total Special Education System).
• Maintains various required records and data according to established policies and procedures, ensuring the accurate and timely availability of such information as needed.
• Establishes and sustains positive, mutually‑respectful and appropriate relationships with students in all settings.
• Participates and contributes actively to site educational and related programming to help ensure a broad‑based experience for students.
• Develops and maintains collaborative and productive working relationships with support services staff, outside service vendors and any other sources in a position to meet student needs and advance their growth, development and achievements.
• Works effectively with colleges and universities to provide practice teachers and education program candidates with viable, valuable and practical learning experiences.
• Assesses and evaluates results being achieved through current teaching practices as primary basis for ongoing instructional planning; determining student progress / grading / reporting; and reinforcing students’ outstanding contributions and performance.
• Conducts and/or facilitates special education initial and three‑year re‑evaluations.
• Assesses and evaluates one’s own professional development needs including the necessary planning and strategies to satisfy those needs.
• Performs other job‑related duties as requested or assigned.

• An SLD, ASD, ABS, DCD or EBD licensure issued by the State of Minnesota.

• Formal preparation and appropriate licensure for the area(s) being taught.
• Highly qualified for academic areas of instruction.
• Knowledge of current practices in curriculum and instruction for the level(s) and subject area(s) being taught and the ability to create plans in a consistently complete and timely manner.
• Decisions on design, content and delivery alternatives are made in consideration of student abilities and needs and also complement and supplement applicable graduation standards.
• Knowledge of special education due process rules and procedures.
• Knowledge, skills and abilities to consistently select objectives at the appropriate difficulty level and teach to those objectives.
• Knowledge of child growth, development, learning patterns and principles of learning effectively, monitoring student learning and adjusting practices accordingly.
• Develop instructional strategies that maximize student involvement and participation.
• Provide an honest, respectful, caring and safe learning environment.
• Knowledge, skills and ability to communicate behavior, learning and interaction expectations in a manner which sets an…