Medium Term Substitute Teacher - Special Education (Resource)

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 (Resource) for a medium-term substitute at Prior Lake High School. Begins 11/26/26 and ends 1/3/27. Provides direct and indirect instruction to cross-categorical students, with emphasis on IEP goals and inclusive practices.

The role emphasizes equitable access, data-informed instruction, collaboration with staff, and maintaining compliant records in line with federal/state laws and district procedures.

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

• Develops measurable, standards-aligned IEP goals and uses data to guide instruction.
• Designs individualized lesson plans with evidence-based interventions.
• Provides high-quality direct and indirect special education instruction in various service models.
• Collaborates with general education staff to ensure access to grade-level curriculum.
• Serves as IEP case manager and maintains confidential student records.

Skills

Commitment to teaching as a profession

Collaborative attitude

Passion for education

Positive, inclusive mindset

Education

Minnesota Special Education License (PELSB)

Job description

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Frontline Applicant Tracking - Prior Lake-Savage Area Schools

Medium Term Substitute Teacher - Special Education (Resource) JobID: 7370

• Position Type:
  Special Education Teacher/ Teacher
• Date Posted:
  10/26/2026
• Location:
  Prior Lake High School
• Date Available:
  11/26/2026
• Closing Date:
  11/05/2026

Special Education Teacher (Resource), Medium-Term Substitute - 1.0 FTE
Prior Lake High School
Begins: 11/26/26 | End Date: 1/3/27
$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 Assistant 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.

Postings current as of 10/28/2026 3:26:07 PM CST.

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