Position Title: Special Education Teacher, Emotional / Behavioral Disorders (EBD) and Development Cognitive Disability (DCD) licensure
Assignment Location: Lebanon Education Center in the Therapeutic Education Alternative (TEA) Program
Hours per Day: 8.0
Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar
Anticipated Start Date: August 18, 2026
Assignment Length: 2026-2027 school year, continuing contract
POSITION OVERVIEW:
The special education teacher for Intermediate School District 917's Therapeutic Education Alternative (TEA) program will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during 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 exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
RESPONSIBILITIES:
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.
Plans and implements a program of study designed to meet individual student needs including adhering 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.
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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.
Maintains 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 session, 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 is 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.
Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
Other duties, as assigned.
QUALIFICATIONS:
A bachelor's degree with coursework in education or related field, and a current teaching license from the Professional Educators Licensing and Standards Board (PELSB) in Special Education in Emotional / Behavioral Disorders (EBD), or equivalent combination of education and experience may be considered.
Willingness and ability to work with students receiving a high-level of special education services.
Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
Previous teaching experience in special education preferred.
Ability to understand developmental appropriateness of materials and behavior.
Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
Basic computer and email skills. Proficient in core educational subject areas.
PHYSICAL REQUIREMENTS:
Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
Work has standard vision requirements.
Ability to tolerate sudden jarring movement.
Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
Locations are generally moderately noisy.
DISTRICT PROFILE:
Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro. Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located. We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff. The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity. Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students. We serve students from birth through age 21 in a variety of special education programs located in multiple sites. Our CTE programs are all located at DCTC, and our alternative learning program has two locations, one co-located in DCTC in Rosemount and one in West St. Paul. At ISD 917, we belong to each other, and no one is invisible.
Mission In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
Vision Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
Core Values
Collaboration: Working together to achieve more collectively.
Empathy: Considering and respecting the perspective and needs of member districts, students, families and staff.
Innovation: Ongoing improvement of programs and services.
Stewardship: Managing financial and human resources carefully and responsibly.
Communication: Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
Integrity: Aligning our actions with our values and beliefs.
Personalization: Building on the strengths and addressing the unique needs of individual students.
Equity: Intentionally providing opportunities while removing barriers at all levels of the organization.
Diversity: Appreciating and valuing everyone's unique selves.
Strategic Directions
Increase student achievement and engagement
Support and lead staff through continuous improvement
Deepen engagement of stakeholders through quality, equitable communication practices
Increase social-emotional learning and skills for students and staff
Increase support for ALL through inclusive practices
