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Start Your Online Application Now Date Closing: 04/17/2026 Special Education Lead Teacher: TOSA SECTION I: GENERAL INFORMATION Position Title: Special Education Lead Teacher: TOSA Department: Student Services Immediate Supervisor''s Position Title:Executive Director of Student Services FLSA Status: Exempt Salary Range: $46,744 to $107,076 Annually General Summary of Purpose of Job: The Special Education Lead Teacher is a Teacher on Special Assignment (TOSA) who provides instructional leadership, coordination, and oversight of special education programs to ensure all students with disabilities receive high-quality educational services. This position supports the secondary level (middle and high school). This role supports special education teachers, educational support paraprofessionals, and related service providers in implementing effective instructional strategies and maintaining compliance with federal and state regulations (IDEA and Section 504). The Lead Teacher collaborates with administrators, special education staff, general education staff, families, and students to foster an inclusive, supportive learning environment. SECTION II: ESSENTIAL DUTIES AND RESPONSIBILITIES: 1. Instructional Support and Leadership: Mentor and coach special education teachers in curriculum planning, effective instruction, behavior intervention strategies, and classroom management. Assist in developing and implementing Individualized Education Programs (IEPs) to address diverse learning needs. Model best practices for differentiated instruction and accommodations in various settings (self-contained, resource, and inclusion classrooms). Provide onboarding and coaching to special education paraprofessionals. Teach and manage a caseload as a substitute special education teacher as needed and appropriate. 2. Compliance and Documentation: Ensure adherence to all federal, state, and district regulations for special education. Support with the Continuous Improvement Monitoring Process. Support teachers in maintaining accurate, up-to-date records, including IEPs, progress reports, and assessments. Lead and participate in IEP meetings, providing guidance to ensure appropriate goals, services, and supports are in place. Administer assessments and observations as part of evaluations for students Work with families in the understanding of Due Process regulations and service delivery within the district. Participate in special education dispute resolution activities as needed and appropriate. 3. Collaboration and Communication: Work collaboratively with general education teachers to support inclusive practices and promote co-teaching models. Serve as a liaison between special education staff, administrators, and families to ensure consistent communication and support. Facilitate professional development and training for staff on special education topics and best practices. Support coordination of district and state assessments in the area of IEP accommodations for ordering of materials and verification of compliance. 4. Behavior and Intervention Support: Provide guidance in developing and implementing behavior support plans (BSPs) and positive behavioral supports. Support staff in managing challenging student behaviors and creating safe, structured learning environments. Collaborate with school counselors, school social workers, school psychologists, and other specialists to address student needs holistically. Lead and facilitate restrictive procedures debriefing meetings following any restrictive procedure used with a student. Lead manifestation determination meetings in collaboration with the student''s case manager. 5. Program Development: Assist in developing and improving special education programs to meet the changing needs of students. Analyze student data to inform instruction and intervention strategies. Ensure equitable access to resources, technology, and educational opportunities for students with disabilities. 6. Building Leadership: Attend Child Study meetings at each building, monitor and document student eligibility for special education services. Provide input on the evaluation and professional growth of special education teachers and paraprofessionals. Coordinate schedules and caseloads to optimize service delivery. Foster a positive, collaborative culture within the special education department. Lead assigned special projects such as Extended School Year, Special Education Advisory Council, assistive technology, international teacher hiring, Crisis Prevention Intervention, and Ukeru training. Adhere to all district policies and procedures. Support the district''s mission, vision and values. Other duties as assigned. SECTION III: WORK REQUIREMENTS AND CHARACTERISTICS EDUCATION/EXPERIENCE REQUIREMENTS: Minimum education and experience required to perform adequately in position could reasonably be attained only by completing the following: X Current Minnesota Special Education teaching license required. X Minimum 3 years case management/special education teaching experience. Preferred: Director of Special Education license preferred. LICENSE/CERTIFICATION: (Identify licenses/certification required upon hiring: Valid Minnesota Teaching License or five (5) or more years of teaching experience Licensure Requirement (State Law): In accordance with Minnesota Statutes, section 122A.261, educators working in public preschool, School Readiness, and Voluntary Prekindergarten (VPK) programs within school districts and charter schools are required to hold a valid Minnesota teaching license by July 1, 2028. Educators with five (5) or more years of relevant teaching experience prior to September 2028 may qualify for an exemption under this law. Knowledge, Skills and Abilities Required Current Minnesota Special Education teaching license required. Director of Special Education license preferred. Minimum 3 years case management/special education teaching experience. Demonstrate managerial and administrative skills including planning, problem solving, conflict resolution, organization and leadership. Ability to develop and maintain positive relationships with students, staff, parents and community. Demonstrate ability to effectively communicate with others in both written and verbal form. Understanding of Due Process as it relates to the provision of a Free and Appropriate Public Education (FAPE) for students with disabilities in the Least Restrictive Environment. Knowledgeable in the area of CIMP (Continuous Improvement Monitoring Process) and MDE Corrective Action Plans (CAPs). Ability to manage/assign caseloads. Excellent technology skills. Commitment to working effectively with culturally, economically and socially diverse students and families. Skilled in use of technologies as it applies to classroom and operational activities and staff communication. Experience working with diverse communities to foster a common vision for children and youth. Ability to understand and follow data privacy rules and regulations. Demonstrate prompt, regular and reliable attendance. Physical Requirements To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds. Vision abilities required including close vision. This position works within a school, classroom, and office environment. There is frequent exposure to stressful situations, such as demanding students, visitors, public. This position must be able to concentrate on work tasks amidst distraction, such as distractions from telephone, customers, co-workers, etc. On-the-job stress is exacerbated by high staff turnover in a team environment. There may be occasions when employees in this job classification may receive minor injuries as a result of student-inflicted situations, or where students are acting out, involving hitting, throwing objects, scratching and hair pulling. The employee may have to physically restrain some students. Schedule The K-12 Special Education Lead Teacher positions are required to work 10 additional, paid contract days during the summer including a minimum of 5 of those days in August. The summer calendar will be agreed upon in collaboration with the Executive Director of Student Services. This position is required to work occasional evenings for conferences and school events. Benefits at South St. Paul Public Schools: HealthPartners medical coverage for medical and dental 403(b) retirement with district match TRA (Teacher Retirement Association) benefits Flexible spending account Paid time off and leave benefits Complete benefits details available through Human Resources. Benefits vary by position and contract. South St. Paul Public Schools uses the applicant tracking system from Frontline Education to manage employment applications online