Special Education Teacher, Enrichment ('25-'26 School Year)

Karner Blue Education Center serves students in grades K-8 who have emotional behavioral disorders (EBD), autism spectrum disorders (ASD) and developmental cognitive disabilities (DCD). Environmental supports create a controlled space for students in which to learn, play and relax. The focus on nature provides a calming atmosphere, and educational philosophies tied to nature build a student's connection to their world. Karner Blue Education Center utilizes the Compassionate School model, which supports both physical and emotional health by helping students build relationships, self-regulate and achieve success in both academic and non-academic areas. To learn more about the Karner Blue Education Center, click here.

This position is a 1.0 FTE position (184 days), starting salary is based on education and years of experience. This position is fully benefit eligible, please click here to review the full contract and benefits offered.

Social Studies Enrichment Class Overview

This position is part of the Karner Blue team of enrichment teachers who provide prep coverage to all classroom teachers, instructing special education students grades K-8. Topics covered in the social studies class should include grade level standards through a lens of equity. Grade level topics include: Kindergarten - Family and Community, First - Communities and Culture, Second - People and the Environment, Third - Ancient World, Fourth - Contemporary World, Fifth - Early American Studies, Sixth - Minnesota Studies, Seventh - United States Studies, Eighth - Global Studies. The teacher who takes this job will be writing their own curriculum and teaching multiple grade levels and disability categories. This position typically does not include case management duties and typically teaches 4 classes per day for 45 minutes.

Nature of Work

Incumbents are responsible for teaching students in assigned disciplines in classrooms, small groups, or at home; adapting teaching methods and instructional materials to meet students' varying needs and interests; developing individual educational plans designed to promote students' educational, physical, or social development; establishing and enforcing rules for behavior and procedures for maintaining order among students; administering tests to help determine students' developmental levels, needs, or potential; and conferring with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.

Typical Class Responsibilities

• Implements and delivers instructional activities to students; instructs and monitors students in the use of learning materials and resources; monitors and assesses student progress and competency mastery, which includes: identifying appropriate assessment methods; developing and administering tests; grading assigned student work; providing performance feedback; and performing other related activities.
• Develops, implements, and evaluates curriculum; establishes learning objectives; prepares and evaluates lesson plans; evaluates and selects instructional resources and/or specialized resources; adapts materials and curriculum to meet the needs of students with varying backgrounds, learning styles, and special needs.
• Manages student behavior, which includes: developing and implementing classroom rules and applicable disciplinary procedures; assisting in the administration of applicable behavioral policies and rules; and providing appropriate interventions and strategies to address behavior issues.
• Maintains accurate and complete student records including grades, achievements, development, and attendance; ensures Due Process rights of students are maintained, as applicable; and develops and writes Individualized Educational Plans and associated reports, as applicable.
• Participates in a variety of meetings, which may include: parent or guardian conferences, special education briefings, staff and/or committee meetings, staff development sessions, and/or other related meetings.
• Performs related support functions, which may include: preparing correspondence and reports; responding to inquiries; and performing related duties.
• Provides feedback to education and student assistants; gives direction to assistants as necessary.
• Performs other duties of a similar nature or level.

Training and Experience Requirements

This position requires a minimum of a bachelor's degree and license or able to obtain a license from the Minnesota Professional Educator Licensing and Standards Board (PELSB) in Emotional Behavior Disorders (K-12) or Autism Spectrum Disorders (K-12).

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.

Skill Requirements

• Developing, implementing, and evaluating lessons;
• Assessing 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.

Special Education Profile

Special Education programs and services in Northeast Metro 916 are central to the Intermediate District's mission and fully integrated in its structure and decision-making processes. Programs provide special education and related service support to students from early childhood through age 21 with emotional/behavioral disorders, autism spectrum disorders, developmental and cognitive disabilities, deaf and hard of hearing disabilities, and learning disabilities.
Our highly structured, safe learning environments share these characteristics

• Classrooms of 4-10 students supported by 1-4 trained education assistants.
• Behavior management support, on-site mental health professionals, due process and curriculum support staff.
• In-house collaborative teams include: audiologists, behavior specialists, deaf/blind specialists and interveners, autism specialists, developmental adaptive physical education teachers, education assistants, health specialists, occupational therapists and assistants, physical/other health disabilities teachers, physical therapists and assistants, school psychologists, school nurses, school social workers, speech/language pathologists, and sign language interpreters.

Commitment to Equity

At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive.
Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.