Medium Term Substitute Teacher - Special Education (Resource)

Prior Lake-Savage Area Schools•Prior Lake, MN

9d•Onsite

About The Position

The Special Education Teacher is committed to equitable access, inclusive practices, and shared accountability for the academic, behavioral, and social success of students with disabilities. This is a resource, medium-term substitute position at Prior Lake High School, beginning November 26, 2026, and ending January 3, 2027. The position is 1.0 FTE and pays $272.09 per day. The teacher provides direct and indirect special education instruction to cross-categorical students across service delivery models. The role includes planning standards-based instruction aligned with IEPs and grade-level expectations; creating safe, inclusive classroom environments; monitoring student progress; and collaborating with general education staff, families, paraprofessionals, related service providers, administrators, and outside agencies. The teacher serves as an IEP case manager for assigned students and maintains compliant, accurate, and confidential special education records.

Requirements

Valid Minnesota special education license issued by PELSB.
Knowledge of IDEA, Minnesota Rule, FAPE, and LRE requirements.
Commitment to teaching as a profession.
Positive, collaborative, and innovative attitude, with passion for education.

Responsibilities

Design standards-based instruction aligned with IEPs and grade-level expectations, informed by learning theory, disability-specific instructional practices, student development, and curriculum standards.
Use knowledge of students’ academic, behavioral, social-emotional, and cultural needs to plan differentiated instruction and appropriate supports.
Develop measurable, standards-aligned IEP goals, establish high expectations for student growth, and use assessment data to guide instruction and monitor progress.
Design and implement individualized lesson plans using evidence-based interventions, adapting curriculum, instruction, and assessments to provide access to the general education curriculum consistent with FAPE and LRE.
Use data systems, instructional strategies, and district and community resources to support student achievement and connect families with appropriate services.
Create a safe, structured, and inclusive environment that promotes dignity, belonging, high expectations, and student independence.
Establish routines, procedures, and classroom systems that maximize instructional time and support implementation of accommodations and behavior plans.
Implement proactive, individualized behavior supports and respond respectfully and effectively to student behavior using de-escalation strategies.
Foster positive peer interactions and meaningful participation in special education and general education settings.
Provide high-quality direct and indirect special education instruction to cross-categorical students in resource, center-based, co-taught, and other multidisciplinary settings.
Use evidence-based instructional practices and differentiated strategies to address academic, behavioral, social, and executive functioning needs.
Collaborate with general education staff to plan, deliver, and monitor accommodations and modifications that provide access to grade-level curriculum.
Assess progress, provide timely and specific feedback, and adjust instruction based on student response to intervention.
Use assistive and educational technology to increase access, engagement, and independence, and promote self-advocacy and transition-related skills when applicable.
Direct and oversee assigned paraprofessionals, including training, delegating tasks, and monitoring implementation of accommodations and behavior supports.
Serve as IEP case manager for assigned students and implement special education services in accordance with federal and state law and district procedures.
Develop and maintain IEPs, evaluation reports, and documentation in compliance with applicable law and district procedures.
Facilitate IEP meetings to support meaningful parent participation and collaborative decision-making, and maintain accurate, confidential student records.
Collaborate with administrators, general education staff, paraprofessionals, related service providers, and outside agencies to coordinate services and supports.
Communicate regularly with families regarding student progress.
Participate in Child Study Teams, professional learning communities, and district initiatives; engage in ongoing professional development; demonstrate professionalism; and perform other duties consistent with the teachers’ collective bargaining agreement.