Medium Term Substitute - Special Education Teacher (Center-Based)

Prior Lake - Savage Area Schools; Prior Lake (MN); On-site; USD 43,000 - 57,000; Full time

Job summary

Prior Lake-Savage Area Schools is seeking a Special Education Teacher for a center-based Life Skills program at Twin Oaks Middle School. The position is a 1.0 FTE medium-term substitute running from March 20, 2027 to June 10, 2027, at $272.09 per day.

The role requires a Minnesota special education license and expertise in IDEA, FAPE, and LRE, with a commitment to equitable access and inclusive practices. Collaboration with building leadership and staff is essential.

Qualifications

• 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, innovative attitude, with passion for education.

Responsibilities

• Plans standards-based instruction aligned with IEPs and grade-level expectations.
• Assesses students' academic, behavioral, social-emotional needs to plan supports.
• Develops measurable IEP goals and uses data to monitor progress.
• Designs individualized lessons and adapts materials to ensure access to the general curriculum.
• Creates a safe, inclusive environment promoting dignity, belonging and independence.
• Provides direct and indirect special education instruction in multiple service models.
• Collaborates with general education staff to implement accommodations and modifications.
• Maintains IEPs, evaluation reports, and confidential student records.

Education

Minnesota special education license (PEL SB)

IDEA knowledge

FAPE & LRE knowledge

Commitment to teaching

Positive collaborative attitude

Job description

Medium Term Substitute - Special Education Teacher (Center-Based) JobID: 7375

• Position Type: Special Education Teacher/ Teacher
• Date Posted: 10/30/2026
• Date Available: 03/20/2027
• Closing Date: 06/10/2027

Special Education Teacher (Center Based), Medium Term Substitute
Twin Oaks Middle School: Center-Based Life Skills Program

1.0 FTE
March 20, 2027 - June 10, 2027
$272.09 per Day

TITLE: SPECIAL EDUCATION TEACHER

POSITION SUMMARY: 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.

QUALIFICATIONS

• 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, innovative attitude, with passion for education.

REPORTS TO: Building Principal and Director of Student Support Services

PERFORMANCE RESPONSIBILITIES

Planning and Preparation

• Understands learning theory, disability-specific instructional practices, student development, and curriculum standards, and uses this knowledge to design standards-based instruction aligned with IEPs and grade-level expectations.
• Demonstrates comprehensive knowledge of students' academic, behavioral, social-emotional, and cultural needs, and uses this information to plan differentiated instruction and appropriate supports.
• Develops measurable, standards-aligned IEP goals; establishes high expectations for growth; and uses formative and summative assessment data to guide instructional decisions and monitor progress.
• Designs and implements individualized lesson plans using evidence-based interventions; adapts curriculum, instruction, and assessments to ensure access to the general education curriculum consistent with FAPE and LRE.

Utilizes data systems, instructional strategies, and available district and community resources to support student achievement and connect families to appropriate services.

• Creates a safe, structured, and inclusive environment that promotes dignity, belonging, high expectations, and student independence.
• Establishes clear routines, procedures, and classroom systems that maximize instructional time and support consistent implementation of accommodations and behavior plans.
• Implements proactive and individualized behavior supports; responds to student behavior respectfully and effectively using de-escalation strategies.

Fosters positive peer interactions and supports meaningful participation in both special education and general education settings.

Instruction

• Provides high-quality direct and indirect special education instruction to cross-categorical students in a variety of service delivery models, including resource, center-based, co-taught, and other multidisciplinary settings.
• Uses evidence-based instructional practices and differentiated strategies to address academic, behavioral, social, and executive functioning needs.
• Collaborates with general education staff to plan, deliver, and monitor accommodations and modifications that ensure access to grade-level curriculum.
• Monitors progress through ongoing assessment, provides timely and specific feedback, and adjusts instruction based on student response to intervention.
• Utilizes assistive and educational technology to increase access, engagement, and independence, and promotes self-advocacy and transition-related skills when applicable.
• Provides direction and oversight to paraprofessionals assigned to support students with disabilities, including training, task delegation, and monitoring implementation of accommodations and behavior supports.

Professional Responsibilities

• Serves as IEP case manager for assigned students and implements special education services in accordance with federal and state law and district procedures.
• Develops and maintains IEPs, evaluation reports, and documentation in compliance with federal and state special education law and district procedures.
• Facilitates IEP meetings to ensure meaningful parent participation and collaborative decision-making; maintains accurate and confidential student records in accordance with federal, state and district policy.
• Collaborates with administrators, general education staff, paraprofessionals, related service providers, and outside agencies to coordinate services and supports, and communicates regularly with families regarding student progress.

Participates in Child Study Teams, professional learning communities, and district initiatives; engages in ongoing professional development; demonstrates professionalism in conduct and communication; and performs other duties as assigned consistent with the teachers' collective bargaining agreement.

TERMS OF EMPLOYMENT: As per teachers' collective bargaining agreement.