Title:
Teacher-Special Education-T-Plus
DBM Classification:
C43/14
Department:
Special Education
Salary Range:
$48,967 - $108,183
Employee Group:
P.A.T- Teachers
Prepared Date:
July 2026
Reports to:
Director of Student Services
FTE/ FLSA Status:
1.00 FTE |10-Months | Exempt
SUMMARY OF RESPONSIBILITIES
This position provides specially designed instruction, case management, and transition services across two related programs. In the Transition Plus program, the teacher serves young adults with disabilities, generally ages 18 through 21, who continue to require special education services after their senior year. In the secondary autism program, the teacher serves autistic students in grades 9 through 12.
DUTIES AND RESPONSIBILITIES
- Develop, implement, monitor, and revise legally compliant IEPs, including present levels, measurable postsecondary goals, annual goals, transition services, and accommodations grounded in age-appropriate transition assessment data.
- Provide specially designed instruction in the classroom, community, workplace, and postsecondary settings, teaching employment readiness, independent living, community participation, self-determination, financial literacy, safety, and transportation skills.
- Provide specially designed instruction and case management for autistic students in grades 9 through 12, including structured teaching, communication and social skill instruction, sensory supports, executive functioning supports, and coordination with general education staff to support access to grade-level curriculum, graduation requirements, and the least restrictive environment.
- Plan and facilitate community-based instruction, career exploration, internships, work-based learning, competitive integrated employment experiences, and functional vocational assessment, coordinating with work coordinators, job coaches, and employers.
- Partner with Vocational Rehabilitation Services, Hennepin County Human Services, postsecondary disability service offices, and adult service providers to support transition to adult life.
- Conduct or contribute to evaluations, reevaluations, transition and functional assessments, exit planning, and the Summary of Academic Achievement and Functional Performance.
- Collect and analyze student performance data, report progress toward IEP goals, and adjust instruction and supports accordingly.
- Promote student voice and family partnership through person-centered planning, student-led IEPs, supported decision-making, and instruction related to transfer of rights at the age of majority, honoring adult student rights, confidentiality, home languages, and cultural backgrounds.
- Supervise, train, schedule, and direct paraprofessionals and job coaches regarding student plans, instructional strategies, data collection, confidentiality, and safety.
- Maintain accurate, timely, and confidential due process records and ensure compliance with IDEA, Minnesota special education law and rule, Section 504, the Americans with Disabilities Act, FERPA, district procedures, and workplace safety requirements.
- Other duties as assigned.
KNOWLEDGE, SKILLS & ABILITIES
- Transition law and IEP development: Working knowledge of IDEA transition requirements, Minnesota special education statute and rule, age-of-majority requirements, and due process, with the ability to translate transition assessment data into measurable postsecondary goals and coordinated services.
- Transition-focused and community-based instruction: Knowledge of evidence-based methods for teaching employment, functional academics, independent living, and postsecondary readiness, and the ability to deliver and supervise instruction in businesses, colleges, public transit systems, and community agencies.
- Employment and adult-service systems: Understanding of competitive integrated employment, job development, Vocational Rehabilitation Services, county services, and postsecondary disability supports.
- Autism-specific practice: Knowledge of evidence-based practices for autistic students, including structured teaching, visual supports, communication and social skill instruction, sensory regulation, executive functioning supports, and neurodiversity-affirming approaches in secondary settings.
- Instruction, accessibility, and behavior support: Skill in Universal Design for Learning, task analysis, systematic instruction, assistive technology, AAC, positive behavior supports, Functional Behavior Assessments, trauma-informed practice, and de-escalation, with reliable data collection across settings.
- Collaboration, equity, and student agency: Ability to coordinate multidisciplinary and interagency teams, direct and coach support staff, and advance person-centered planning, dignity of risk, and racially equitable, culturally responsive, disability-inclusive practice.
PHYSICAL DEMANDS
- Regular standing, walking, sitting, bending, kneeling, reaching, and movement across the classroom, community, workplace, and postsecondary settings.
- Travel between district, community, work, college, and agency sites during the duty day using district-approved transportation, including accompanying students on public transit and in environments with varying accessibility and terrain.
- Ability to assist students with mobility, positioning, feeding, toileting, dressing, personal care, communication devices, or adaptive equipment when required by the IEP and consistent with district training.
- Ability to lift and carry instructional materials and adaptive equipment up to 25 pounds, with equipment or team support for needs above that level.
- Visual and auditory acuity sufficient to monitor student safety, collect data, and respond to changing conditions, and the ability to implement trained de-escalation or emergency procedures calmly and promptly.
- CPI or equivalent de-escalation and crisis-response certification may be required; district training is provided.
WORK ENVIRONMENT
- The assignment requires coordinating a high school bell schedule with community-based and work-site instruction, and collaborating with building administration, general education staff, and program support staff at each location.
- Conditions vary, including changing schedules, travel between sites, outdoor weather, and environments not controlled by the district.
- Students present a broad range of academic, communication, sensory, behavioral, mobility, health, and personal-care needs requiring individualized supports.
- The program emphasizes age-respectful instruction, student choice, real-life application, risk assessment, and gradual fading of adult support within a culture that centers racial equity, disability inclusion, and belonging.
EDUCATION and/or EXPERIENCE
- Bachelor''s degree in Special Education or a related field required. Master''s degree preferred.
- Experience teaching students with disabilities in secondary, 18 through 21, community-based, or adult-service programming preferred.
- Experience teaching autistic students in a secondary setting strongly preferred, including structured teaching, communication supports, and sensory and behavioral supports.
- Experience developing and implementing legally compliant IEPs, conducting evaluations, and using transition assessments required.
- Experience designing community-based instruction, work-based learning, and employment-readiness programming preferred.
- Experience collaborating with employers, Vocational Rehabilitation Services, county systems, colleges, and adult-service providers preferred.
- Demonstrated experience working effectively with racially, culturally, linguistically, and economically diverse students, families, and communities.
CERTIFICATES, LICENSES, REGISTRATIONS
- A valid Minnesota teaching license or proof of pending approved licensure in the content area.
- Multiple licensures preferred: DCD, EBD, Social Work.
- Valid Minnesota special education teaching license issued by the Professional Educator Licensing and Standards Board (PELSB), appropriate to the assignment required.
- Candidates eligible to obtain the required Minnesota special education license may be considered in accordance with district and PELSB requirements.
- Work-Based Learning Coordinator license preferred.
- Crisis Prevention Institute (CPI) or equivalent de-escalation and crisis-response certification preferred. District training is available and may be required.
- First Aid and CPR certification preferred and may be required based on student or program needs.
- Ability to meet district requirements for travel to community and work sites during the duty day.
BENEFIT INFORMATION
St. Louis Park Schools provides a comprehensive benefits package for employees working 20 or more hours per week. Key benefits include:
- Health and Dental Insurance
- Flexible Spending Accounts (FSA) for medical and dependent care expenses
- Life Insurance
- Accidental Death and Dismemberment (AD&D) Insurance
- Short- and Long-Term Disability Insurance
The cost of benefits varies based on the employee group and full-time equivalent (FTE) status. For detailed information, including specific benefits and associated costs, please refer to the applicable group or bargaining unit contract.