Stearns Elementary School Special Education Restrictive Structured and Intensive Behavior C

Stearns Elementary School Special Education Restrictive Structured and Intensive 3-6 Behavior Classroom Teacher

Job : 5571838
Final date to receive applications: Posted until filled
Posted: Mar 05, 2026 8:00 AM (UTC)
Starting Date: Aug 24, 2026

This job description applies to elementary, middle, and high school teachers, unless otherwise identified by a specific teaching assignment in an alternate job description. Additional responsibilities and qualifications may be added for a specific position by the supervisor.

Physical ability to adhere to OSHA and district safety regulations. Work within the district’s communicable disease control plan (blood borne pathogens) and be aware of the existence and potential exposure to hazardous chemicals as identified on the MSDS sheets. This position is considered a safety sensitive position.

• 1a Demonstrating Knowledge of Content and Pedagogy
  • • Content knowledge
  • • Prerequisite relationships
  • • Content pedagogy
• 1b Demonstrating Knowledge of Students
  • • Child development
  • • Learning process
  • • Special needs
  • • Student skills, knowledge, and proficiency
  • • Interests and cultural heritage
• 1c Setting Instructional Outcomes
  • • Value, sequence, and alignment
  • • Clarity
  • • Balance
  • • Suitability for diverse learners
• 1d Demonstrating Knowledge of Resources
  • • For classroom
  • • To extend content knowledge
  • • For students
• 1e Designing Coherent Instruction
  • • Learning activities
  • • Instructional materials and resources
  • • Instructional groups
  • • Lesson and unit structure
• 1f Designing Student Assessments
  • • Congruence with outcomes
  • • Criteria and standards
  • • Formative assessments
  • • Use for planning

• 2a Creating an Environment of Respect and Rapport
  • • Teacher interaction with students
  • • Student interaction with students
• 2b Establishing a Culture for Learning
  • • Importance of content
  • • Expectations for learning and achievement
  • • Student pride in work
• 2c Managing Classroom Procedures
  • • Instructional groups
  • • Transitions
  • • Materials and supplies
  • • Non-instructional duties
  • • Supervision of volunteers and paraprofessionals
• 2d Managing Student Behavior
  • • Expectations
  • • Monitoring behavior
  • • Response to misbehavior
• 2e Organizing Physical Space
  • • Safety and accessibility
  • • Arrangement of furniture and resources

• 3a Communicating With Students
  • • Expectations for learning
  • • Directions and procedures
  • • Explanations of content
  • • Use of oral and written language
• 3b Using Questioning and Discussion Techniques
  • • Quality of questions
  • • Discussion techniques
  • • Student participation
• 3c Engaging Students in Learning
  • • Activities and assignments
  • • Student groups
  • • Instructional materials and resources
  • • Structure and pacing
• 3d Using Assessment in Instruction
  • • Assessment criteria
    • Monitoring of student learning
  • • Feedback to students
  • • Student self‑assessment and monitoring
• 3e Demonstrating Flexibility and Responsiveness
  • • Lesson adjustment
  • • Response to students
  • • Persistence

• 4a Reflecting on Teaching
  • • Accuracy
  • • Use in future teaching
• 4b Maintaining Accurate Records
  • • Student completion of assignments
  • • Student progress in learning
  • • Non‑instructional records
• 4c Communicating with Families
  • • About instructional program
  • • About individual students
  • • Engagement of families in instructional program
• 4d Participating in a Professional Community
  • • Relationships with colleagues
  • • Participation in school projects
  • • Involvement in culture of professional inquiry
  • • Service to school
• 4e Growing and Developing Professionally
  • • Enhancement of content knowledge / pedagogical skill
  • • Receptivity to feedback from colleagues
  • • Service to the profession
• 4f Showing Professionalism
  • • Integrity/ethical conduct
  • • Service to students
  • • Advocacy
  • • Decision‑making
  • • Compliance with school/district regulations

• Provide high quality specially designed instruction to students according to student’s IEPs
• Conduct observation and complete reports to determine eligibility in categories measured through response‑to‑intervention model
• Develop IEPs that are strength‑based as well as child centered for overall educational improvement
• Lead IEP team meetings
• Ensure IEPs…