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Start Your Online Application Now Special Education Teacher This position will be for the 2026/2027 School Year and will start on August 24, 2026. About HOPE Community Academy HOPE Community Academy is an accredited, public co-educational charter school comprising primary, intermediate, middle school, and high school levels. The entire school community seeks to provide a safe and trusting learning environment where each student is valued and challenged to grow academically, socially, emotionally, and physically. Mission: To inspire students to achieve high academic success while embracing Hmong language and culture. Vision: To be a public school of excellence, with high quality staff, diverse programs, and successful students. Culture Statement reflects who we are: HOPE is a safe space where all feel valued, empowered, and inspired. Learning at HOPE promotes cultural appreciation, character, and lifelong growth. Our scholars leave ready to lead with purpose and contribute to their community. HOPE''s Values: High-Impact; Scholar-Focused; Sense of Belonging; Leadership; and Joyful Excellence. Our work for the next two years is illustrated in our 2026?2028 Strategic Plan focused on four priorities ? Radical Growth, Stabilizing Operational Systems, Being Data-Centered, and Building Community Impact. All employees are expected to operate with high impact to continue improving the experiences of HOPE''s community. Position Details Position Title: Special Education Teacher Salary Range: $44,150.00 - $60,941.46 Reports To: Educational Leader Status: Exempt, Full-Time 40+ hours a week Contract Type: 10-month contract About this Role: At HOPE, we believe that every scholar ? regardless of disability, diagnosis, or label ? has the right to a rigorous, joyful, and culturally affirming education. A disability does not define what a scholar can achieve. It defines what kind of support they need to get there. For HOPE to meet the academic and developmental needs of every learner in our building, we must have Special Education Teachers who see their scholars for who they are ? not for what a file says they cannot do ? and who bring the skill, creativity, and persistence to help every one of them grow. The Special Education Teacher at HOPE is far more than a case manager or a compliance role ? this is a teaching role at its core. This educator delivers specially designed instruction to scholars with disabilities, implements Individualized Education Programs (IEPs) with fidelity and purpose, and partners closely with general education teachers to ensure that scholars with special needs have full access to grade-level curriculum and meaningful participation in the classroom community. The SPED Teacher at HOPE operates across multiple service delivery models ? including push-in support, pull-out instruction, co-teaching, and small group intervention ? adapting their approach based on what each scholar needs to succeed. HOPE''s 2026?2028 Strategic Plan includes specific goals for the SPED department: completing a full compliance audit with zero findings, building a clear MTSS process, investing in SPED-specific curriculum, training staff in co-teaching models, and increasing SPED scholar proficiency on the MCAs. The Special Education Teacher is on the front line of every one of those goals. This is not background work ? it is among the most important and impactful instructional work happening at HOPE. This role sits at the intersection of HOPE''s Radical Growth, Data-Centered, and Stabilize Operational Systems strategic priorities ? because scholar growth, data-informed instruction, and compliance excellence must all work together in special education. The ideal SPED Teacher is someone who holds high expectations for every scholar on their caseload, maintains impeccable records, collaborates seamlessly with general education colleagues, and leads with the belief that the scholars in their care are capable of far more than the world has told them they can do. Primary Duties: Specially Designed Instruction (SDI). Plan, deliver, and document specially designed instruction aligned to each scholar''s IEP goals and objectives. Use evidence-based instructional strategies tailored to the unique learning needs of each scholar, including modifications, accommodations, and assistive technology as specified in the IEP. Deliver instruction across service delivery models including push-in, pull-out, co-teaching, and small group settings based on scholar needs and IEP requirements. IEP Development, Implementation & Compliance. Develop, write, and implement high-quality, legally compliant Individualized Education Programs for all scholars on assigned caseload. Ensure all IEP components ? including present levels, measurable goals, services, accommodations, and transition plans ? are accurate, current, and aligned to each scholar''s needs. Facilitate IEP meetings with families, general education teachers, and related service providers in a manner that is welcoming, collaborative, and culturally responsive. Maintain strict adherence to all federal (IDEA), state (MDE), and HOPE-specific timelines for evaluations, annual reviews, re-evaluations, and due process documentation. Progress Monitoring & Data Collection. Collect, analyze, and maintain accurate progress monitoring data for all scholars on caseload, aligned to IEP goals. Use FASTBridge, curriculum-based measurements, and other data tools to track scholar growth, identify areas of need, and adjust instructional strategies accordingly. Report progress to families at regular intervals as required by each scholar''s IEP. Use data to drive instructional decisions ? not just to document compliance, but to genuinely inform what happens next for each scholar. Co-Teaching & Classroom Collaboration. Partner with general education teachers to deliver instruction through co-teaching models that provide scholars with disabilities meaningful access to grade-level content in the least restrictive environment. Support classroom teachers in implementing IEP accommodations and modifications with fidelity. Serve as a collaborative partner ? not a separate entity ? within the general education classroom, co-planning lessons, sharing instructional responsibility, and ensuring scholars with IEPs are fully included in the learning community. MTSS & Intervention Support. Participate in HOPE''s Multi-Tiered System of Supports (MTSS) and Student Assistance Team (SAT) processes as a contributing member. Support the identification and evaluation of scholars who may be in need of special education services. Collaborate with the SPED Coordinator, Interventionists, and classroom teachers to ensure that Tier 2 and Tier 3 interventions are aligned with scholar needs and that the referral-to-placement process is thorough, equitable, and compliant. Case File Management & Compliance Documentation. Maintain complete, accurate, and organized case files for all scholars on caseload in compliance with federal, state, and HOPE-specific guidelines. Participate in the school-wide case file audit process, ensuring all documentation is current and audit-ready at all times. Complete all required paperwork ? including evaluation reports, IEP documents, progress reports, prior written notices, and meeting notes ? within established timelines. Support HOPE''s strategic goal of achieving zero compliance findings by 2028. Family Partnership & Communication. Build strong, trusting relationships with the families of scholars with disabilities, ensuring they feel respected, informed, and empowered as partners in their scholar''s education. Communicate regularly with families about scholar progress, IEP updates, and instructional strategies being used at school. Ensure that all family communication is accessible ? including language considerations for HOPE''s Hmong and Karen families ? and that the IEP process feels collaborative and supportive rather than intimidating or transactional. Culturally Responsive Special Education Practice. Deliver special education services with deep cultural sensitivity and responsiveness, understanding that many of HOPE''s scholars and families are navigating the special education system within a cultural context that may view disability, assessment, and school-based intervention differently. Actively work to build trust with families who may be unfamiliar with or hesitant about the SPED process. Ensure that evaluation and identification practices are equitable and that scholars are neither over-identified nor under-identified for special education services ? particularly multilingual learners where language acquisition and disability can be difficult to distinguish. Professional Development & Continuous Growth. Participate in professional development opportunities related to special education best practices, co-teaching, intervention strategies, compliance, and culturally responsive pedagogy. Engage in coaching cycles with the Instructional Coach and collaborate with the SPED Coordinator to continuously improve instructional practice. Stay current on changes to federal and state special education law, MDE guidance, and evidence-based practices in the field. Professional Responsibilities & School Community Involvement. Fulfill all professional responsibilities including timely IEP documentation, accurate data reporting, attendance recordkeeping, and participation in school-wide events and initiatives. Contribute to a positive, collaborative, and inclusive school culture where scholars with disabilities are celebrated, included, and held to the same high expectations as every other scholar at HOPE. Each staff member will participate in at least three or more school events throughout the school year. Requirements: Bachelor''s degree in Special Education or a related field required. Master''s degree in Special Education, Educational Psychology, or a related field preferred. Valid Minnesota teaching license in Special Education required. Licensure in one or more disability categories (e.g., Specific Learning Disabilities, Emotional/Behavioral Disorders, Autism Spectrum Disorders, Developmental/Cognitive Disabilities) required. Minimum of two (2) years of experience as a Special Education Teacher preferred; student teaching experience in a special education setting will be considered for exceptional candidates. Strong knowledge of IDEA, Section 504, Minnesota special education statutes, and IEP development and compliance requirements. Experience writing and implementing legally compliant, high-quality IEPs with measurable goals aligned to scholar needs. Proficiency in progress monitoring, data collection, and the use of assessment tools such as FASTBridge and curriculum-based measurements to inform instruction. Experience with co-teaching models and the ability to partner effectively with general education teachers to support scholars in the least restrictive environment. Knowledge of evidence-based instructional strategies and interventions for scholars with a range of disabilities, including learning disabilities, emotional/behavioral needs, and developmental delays. Familiarity with MTSS frameworks, SAT processes, and the continuum of special education services. Strong organizational skills and ability to manage a caseload with multiple scholars, timelines, meetings, and documentation requirements simultaneously. Genuine commitment to building strong family relationships, particularly with families from diverse cultural and linguistic backgrounds; ability to facilitate IEP meetings that feel collaborative and empowering. Experience working with or in Hmong and/or other diverse communities is strongly preferred; proficiency in Hmong is a significant asset. Deep commitment to educational equity, asset-based thinking, and the belief that every scholar with a disability deserves access to rigorous, grade-level instruction and high expectations. Ability to interact effectively with scholars, families, and staff of diverse ethnic, cultural, and socioeconomic backgrounds. Strong interpersonal and communication skills with the ability to collaborate across departments, advocate for scholars, and navigate sensitive conversations with professionalism and care. Work Environment Duties are performed across the school building, including general education classrooms, special education resource rooms, meeting spaces, and office environments. The school building is a multi-level building that has an elevator and is accessible. This role requires consistent daily presence in the school building and active participation in both general education and special education settings. The SPED Teacher moves between classrooms, service delivery settings, and meetings throughout the day and must be comfortable in a dynamic, fast-paced school environment. Some evening hours may be required for IEP meetings, family engagement events, professional development, and school-wide activities. The role requires a high degree of professional discretion, as the SPED Teacher handles sensitive scholar records, disability-related information, and confidential family communications on a daily basis. Note: Nothing in this job description restricts the school''s right to assign or reassign duties and responsibilities to this job at any time. This document does not create an employment contract, implied or otherwise. It does not alter the "at will" employment relationship between the school and the employee. EEO Statement: Hope Community Academy is an equal opportunity employer and prohibits discrimination and harassment of any kind. We are committed to creating a diverse and inclusive workplace where all employees are valued, respected, and have equal opportunities for advancement. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. Hope Community Academy (District) uses the applicant tracking system from Frontline Education to manage employment applications online