Special Education - Flexible Support Teacher

About the role

The Special Education - Flexible Support Teacher supports schools across the district through a flexible and student-centered approach. This role serves as a key "utility player," stepping into diverse situations to provide coverage for staff leave of absences and vacant positions while ensuring continuity of high-quality services for students.

Responsibilities

• Collaborates with building leadership, related service providers, special education teachers, and classroom support staff to maintain established learning routines and classroom culture.
• Serve as a flexible support across classrooms and programs as needs arise.
• Build strong relationships quickly with students, staff, and families.
• Step into varied environments with confidence, professionalism, and a focus on student success.
• Provide additional licensed support within the classroom environment.
• Offer educational support to individual students or small groups.
• Manage and execute project or consultation work as assigned.
• Ability to thrive in changing environments and take initiative.

Requirements

• This position requires a minimum of a bachelor’s degree and 5 years of teaching experience with a minimum of 2 years within 916.
• Licensed from the Minnesota Professional Educator Licensing and Standards Board (PELSB) in Emotional Behavior Disorders (K-12), Autism Spectrum Disorders (K-12) or Developmental Disabilities (K-12).
• Demonstrated leadership, adaptability, and problem-solving skills.

Training and Experience Requirements

• Applicable learning theories and teaching methods;
• Curriculum development;
• Student assessment methods;
• Proactive behavior management;
• Classroom management principles and practices;
• Instructional methods and practices;
• Differentiated instructional methods and practices;
• Applicable local, state, and federal laws, rules, and regulations;
• Recordkeeping principles;
• Computers and related software applications.

Knowledge Requirements

• Applicable learning theories and teaching methods;
• Curriculum development;
• Student assessment methods;
• Proactive behavior management;
• Classroom management principles and practices;
• Instructional methods and practices;
• Differentiated instructional methods and practices;
• Applicable local, state, and federal laws, rules, and regulations;
• Recordkeeping principles;
• Computers and related software applications.

Skills

• Developing, implementing, and evaluating lessons;
• Absessing student achievement and learning;
• Identifying and utilizing instructional resources and/or specialized resources;
• Managing classroom behavior;
• Developing assessment materials;
• Modifying lesson plans for specialized populations;
• Maintaining applicable student records;
• Applying local, state, and federal laws, rules, and regulations;
• Preparing and maintaining records and reports;
• Operating a computer and applicable software applications;
• Communication and interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.

Physical Requirements

• Positions in this class typically require: climbing, balancing, stooping, reaching, standing, walking, fingering, grasping, talking, hearing, and seeing.
• Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for Sedentary Work and the worker sits most of the time, the job is rated for Light Work.