Resource Teacher

Sweetwater County School District #1; Rochester (MN); On-site; USD 55,000 - 75,000; Full time

Benefits offered by this job

Possible $12,000 sign-on bonus

Supportive professional environment

Job summary

A local school district in Minnesota seeks a Special Education Resource Teacher for preschool students. The role involves designing individualized education programs aligned with IDEA standards, providing meaningful instruction, and assessing student progress. The ideal candidate will have a strong background in early childhood education and a valid teaching certification. This full-time position offers a supportive environment focused on providing quality education to students with diverse needs.

Qualifications

• 5+ years of experience in early childhood education and special education.
• Ability to monitor and assess student progress effectively.
• Strong written and verbal communication skills.

Responsibilities

• Design individualized programs for students with disabilities.
• Implement curriculum aligned to IEP goals and objectives.
• Create a safe and conducive classroom environment for learning.

Skills

Knowledge of child development

Strong knowledge of IDEA

Teacher leadership skills

Classroom management skills

Effective time management

Education

Early Childhood Special Education Endorsement

Valid Wyoming Professional Teaching Standards Board Certification

Tools

Promethean board

Assistive Technology Equipment

Microsoft Office

Job description

Job Information

Position Type: Certified Staff/ Special Education - Resource Teacher

Date Posted: 11/4/2025

Location: Overland Elementary

Date Available: 01/05/2026

Closing Date: When Filled

Possible $12,000 sign on bonus

Job Title & Department

Job Title: Special Education Resource Room Teacher Head Start

Location: Head Start
Department: Special Services

Reports To: Executive Director/Special Services Director

Terms of Contract: Full Contract

Nature and Scope of Job

The purpose of a Preschool Special Education Resource Room teacher is to work with students who are identified under IDEA with a disability. The Special Education Resource Room Teacher will design an individualized program, along with the parent/guardian(s), to teach academic and/or social skills to students aligned to District and State Standards.

Essential Functions

• Plan and implement a program that meets individual needs, interests, and abilities within the Sweetwater County School District Number One curriculum as well as the specifically designed Individualized Education Plan (IEP) for the student.
• Implement curriculum to meet individual student’s goals and objectives using effective teaching techniques and materials.
• Develop, in a cooperative manner with the Executive Director and Director of Special Services, a plan for the improvement and enrichment of instruction in special education.
• Write specific lesson plans describing daily learning targets aligned to national, state, and district standards.
• Monitor and assess student progress and provide feedback on a regular basis to students and parents/guardians as defined in the IEP.
• Communicate learning targets to students in a well‑planned, organized manner using clear and concise terms.
• Create a classroom environment conducive to learning and appropriate to the maturity of the students.
• Assist Administration in implementing all Sweetwater County School District Number One policies and procedures along with the district vision and mission.
• Assist Administration in implementing all Sweetwater County School District Number One Special Education Policies and Procedures, Federal Rules and Regulations, and Chapter 7 Rules and Regulations.
• Create educational experiences to provide students with opportunities to develop skills in decision‑making and other areas of social and life skills.
• Respect the dignity of each student as an individual and attempt to gain an adequate understanding of his/her needs, interests, abilities.
• Communicate concerns and ideas with the appropriate Administration, colleagues, parents, students in a positive, confidential, collaborative manner.
• Assume legal responsibility for the discipline and supervision of students in the classroom and within the school environment at all times and maintain a high standard of conduct and good rapport with students.
• Strive to maintain and improve professional competence.
• Assume professional and personal responsibility for the management and progress of goals under his/her authority, direction, and supervision.
• Assume individual responsibility assigned by Executive Director or supervisor which may relate to committee work, student activities, student supervision, or other planning and professional assignments.
• Maintain compliant, accurate, complete, legible, and correct records as required by district, state, and Federal law, Sweetwater County School District Number One policy, and Administrative regulation.
• Takes necessary precautions to protect students, equipment, materials, and facilities.
• Conduct oneself in a professional manner.
• Strive to be a good employee as well as an effective teacher.
• Seek to establish friendly and cooperative relationships between the home and the school.
• Develop, implement and a behavior support plan and modify as data indicates.
• Oversee daily activity of assigned special services paraprofessionals.
• Write Individualized Education Plans for students and facilitate required meetings.

Major Duties / Functions

Responsibilities as determined by Head Start Performance Standards and program management:

Classroom

• Assure that developmentally appropriate practices are followed in all aspects of the classroom environment and curriculum.
• Provide an environment that demonstrates respect for and acceptance of children of diverse abilities, ethnicities, and cultures.
• Integrate the education and early childhood developmental aspects of the Head Start areas (health, family services, mental health) into the daily program of activities.
• Establish positive relationships with families to encourage involvement in the classroom and support each child’s relationship in the family.
• Ensure the room is clean, inviting, stimulating and safe for the children and parents.
• Utilize positive methods of guidance by providing the children with a consistent routine and simple rules that are understood and accepted by all.
• Promote a relaxed atmosphere and engage children in conversation at meal times.
• Ensure children are supervised by an authorized adult at all times.

Outdoors

• Supervise children to monitor and ensure safety and actively engage children in outdoor play.
• Monitor the environment and the activities of the children to ensure that they are safe and developmentally appropriate.
• Plan and structure outdoor time to meet standards and outcomes.

Assessment

• Observe, assess, and document each child’s needs, current level of ability, and their performance and progress.
• Develop individual classroom plans for each child that include short and long term goals in a variety of developmental areas.
• Complete the program’s assessment instruments.
• Assist with the development of an Individual Education Plan and incorporate those goals in the child’s classroom activities as needed.
• Involve parents and utilize their input in all aspects of assessment and the development of individual classroom plans.

Administration

• Conduct home visits, conferences and other required/necessary meetings.
• Complete required paperwork in a timely manner.
• Carry out specific activities written in the Education Services Workplan, curriculum and Performance Standards under the guidance and supervision of the Education Services Manager.
• Participate in the program’s self‑assessments, triennial federal monitors, and review of program procedures and processes as needed.
• Supervise and evaluate Assistant Teacher or Classroom Aide and classroom volunteers.
• Assist with identifying and provision of ongoing training needed by the Assistant Teacher, Classroom Aide, and classroom volunteers.
• Attend and participate in staffing and/or meetings with Head Start staff and other agencies as needed.
• Assist with the transition plans for children entering public school and encourage parent involvement in the process.

Motivation / Communication

• Foster positive and constructive relationships with the children, their families, Assistant Teacher or Classroom Aide, program managers and staff, and professionals from other agencies.
• Actively communicate with the children in a way that encourages curiosity, exploration, problem solving and ongoing development of communication skills.
• Greet children and parents by name.
• Develop and maintain a relationship that encourages and supports parents to increase their knowledge and understanding of child development, participate in program activities, and reinforce the belief that parents are their child’s first and most important teacher.
• Consult regularly with managers, staff, and professionals from other agencies regarding behavioral or learning concerns and support the implementation of plans that are developed.
• Prepare and submit thorough and appropriate Internal Communications regarding children and families as needed.

Professional Responsibilities

• Possess and utilize effective interpersonal skills with children and adults from a variety of socioeconomic backgrounds, abilities, and educational levels, including effective oral and written communications.
• Project genuine care and sensitivity toward Head Start families.
• Demonstrate the ability to work as a team.
• Participate in staff development opportunities that will enhance qualifications and/or provide additional skills specific to job responsibilities.
• Attend and actively participate in Head Start functions/meetings/activities as required.
• Make decisions that are practical and sensible in everyday, as well as emergency situations.

Employment Requirements

• Possess the following skills and mental abilities and attributes:
  • Ability to think clearly and calculate accurately.
  • Positive attitude.
  • Ability to adapt readily and quickly to new professional challenges.
  • Ability to handle all aspects of daily work.
  • Maintain confidentiality, per Head Start policy, of all information concerning students, staff, or parent/guardian(s) in any public setting and choose the appropriate time, place, and supervisor to discuss problems.
  • Maintain concentration on specific jobs, handle several interruptions, and return to the same concentration level on the specific job with a high level of accuracy.
  • Ability to address the public in a friendly and helpful manner.
  • Meet the requirements to operate program vehicles.
• Meet physical demands:
  • Visual acuity to meet all responsibilities.
  • Hearing acuity to monitor children’s overall safety and well being and to facilitate learning.
  • Upper body strength to lift and carry 50 pounds.
  • Lower body strength to allow repeated up and down movements while interacting with children.
  • Flexibility and stamina to fulfill the above responsibilities and to engage children in a wide variety of physical activities, including demonstration of such activities.
• Adhere to program/personnel policies and procedures including:
  • Successful completion of First Aid/CPR course, as required by policy.
  • Submission of documentation of a physical exam.
  • Completion of Universal Precautions training annually.
  • Submission of documentation of an initial tuberculosis test and any required follow‑up recommended by the WY Department of Health.
  • Criminal background check (cost to be shared by program and employee).
  • Child Abuse/Neglect and Adult Central Registry Screen.

Job Qualifications

• Knowledge, Skills and Mental Ability:
  • Knowledge of child development, early childhood education, and family relationships gained through coursework, work experience or a combination of both.
  • Strong knowledge of IDEA and Reauthorization of 1997, Rules and Regulations governing Students with Disabilities in Wyoming Public Schools, and local rules and regulations governing services to students with disabilities.
  • Broad knowledge of special education process, procedures, documentation, and time frames.
  • Broad general knowledge of all subject areas with specific knowledge needed in contract areas.
  • Teacher leadership skills within the decision making process.
  • Group dynamics and interpersonal skills.
  • Knowledge of physiological, emotional, behavioral, and educational development of students.
  • Classroom management skills with data to support progress or revision.
  • Technological and computer skills.
  • Problem solving, imagination, patience, reasoning, creativity, judgement, and analytical abilities.
  • Excellent organizational and effective time management skills.
• Education, License, Certification:
  • Early Childhood Special Education Endorsement.
  • Valid Wyoming Professional Teaching Standards Board Certification or National License.
  • Continued professional growth.
• Equipment Used:
  • Copier, Docucam.
  • Laminator, Promethean board.
  • Calculator, Overhead Projector.
  • Telephone, Assistive Technology Equipment.
  • Computer, Data Support System for IEPs, Microsoft Office, iPads.
• Physical Demands:
  • Be able to stand, walk, and sit for long periods without fatigue or discomfort.
  • Be able to lift up to 50 pounds and carry a distance of 50 feet.
  • Be able to work at a computer for a portion of each day without fatigue or discomfort.
• Environmental Demands:
  • Spend most of the time inside classrooms with some work outside in cold/hot weather.
  • Tolerate noise up to 90 decibels.