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Start Your Online Application Now At Hopkins Public Schools, we believe that our strength lies in the diversity of our students, staff, and community. We are a proudly inclusive E-12 district serving approximately 7,200 students across the City of Hopkins and surrounding communities. Our district represents a rich mosaic of cultures, backgrounds, identities, and lived experiences; we value and celebrate that diversity in everything we do. As an academically rigorous and human-centered district, we are committed to fostering a welcoming environment where every student and staff member feels seen, heard, and valued. There is no "typical" Hopkins student, and we embrace this truth as a catalyst for innovation, growth, and equity in learning. We seek educators and staff who are equity-minded, culturally responsive, and deeply committed to creating inclusive spaces where all learners can thrive. We welcome candidates who are passionate about dismantling systemic barriers, advancing justice, and preparing students to become bold, collaborative, and compassionate global citizens. When you join Hopkins Public Schools, you are not just joining a district, you are becoming part of a community that honors difference, nurtures potential, and inspires remarkable achievement in every learner, from birth through graduation. You are welcome at Hopkins. You belong at Hopkins. SUMMARY: The high school special education teacher will provide specially designed instruction to students with Individualized Education Programs (IEPs) through two primary service-delivery models: Co-Taught General Education Model The special education teacher will provide specially designed instruction within the general education classroom in collaboration with a general education teacher. The teachers will jointly plan, deliver, and assess instruction, with the special education teacher providing accommodations, modifications, specially designed instruction, and individualized supports identified in students'' IEPs. Special Education Resource Model The special education teacher will provide specially designed instruction in a special education setting outside of the general education classroom. Instruction will target the individual needs identified in students'' IEPs. In both models, the special education teacher is responsible for implementing the specially designed instruction and services identified in each student''s IEP. The service-delivery model should be determined by the individual student''s needs and IEP, rather than by the teacher''s instructional assignment or course schedule. A strong understanding of students with special education needs across categorical disabilities. Knowledge of instructional design and curriculum for students with educational disabilities; assessment and evaluation skills for meeting eligibility criteria; knowledge of due process components associated with the development, implementation, and monitoring of an IEP. Qualified applicants would have a wide spectrum of skills to deliver academic instruction through various teaching modalities. The applicant would have skills and/or experience in programmatic design to address the social and emotional learning needs of students. The individual would possess leadership, collaboration, flexibility, and effective communication to ensure a team approach is used to create an educational learning environment that maintains high academic rigor while meeting students'' individualized needs. ESSENTIAL FUNCTIONS : This class specification lists the major duties and requirements of the job and is not all-inclusive. Incumbent(s) may be expected to perform job-related duties other than those contained in this document and may be required to have specific job-related knowledge and skills. Develops lesson plans and instructional materials; provides individualized and small-group instruction to adapt the curriculum to each pupil''s needs, using district-approved curriculum. Establishes and maintains standards of pupil behavior to achieve an effective learning atmosphere. Evaluates pupils'' academic and social growth, keeps appropriate records, and prepares progress reports on time. Communicates this information regularly with parents. Communicates regularly with parents by means of newsletters, notes, phone calls, e-mails, and conferences. Plans and coordinates the work of paraprofessionals and volunteers in the classroom and on field trips. Works in a supportive and collaborative manner with colleagues and supervisors. Maintains and improves professional skills by participating in building and department meetings, formal coursework, workshops, and seminars to stay current with best teaching practices. Uses assessment and evaluation to develop IEP goals and align instruction with each student''s needs in a special education classroom setting. Collaborates with regular education teachers in the development of modified and accommodated curriculum to promote student access to the mainstream classroom setting. Promotes and supports the overall mission of the District by demonstrating courteous and cooperative behavior when interacting with the public and staff; acts in a manner that promotes a harmonious and effective workplace environment. Required Certificates, Licenses, and Registrations: Continued employment is contingent on maintaining all required licenses and certificates in active status without suspension or revocation. Driver''s license. Valid Minnesota Teaching License Special Education License Hours & Compensation: 1.0 - FTE - 185 Days HEA Union Contract Range: BA, Step 0: $51,000.00 MA, Step 0: $60,228.00 Position specific Benefits information is available HERE Union Contracts, Position Handbook/Agreements are located HERE Hopkins Public Schools uses the applicant tracking system from Frontline Education to manage employment applications online