Open Positions for Intermediate School District 917

Openings as of 4/14/2026

Payroll Specialist (Business Office)

JobID: 1906

Position Type:
  Administrative Assistant/Clerical/Payroll


Date Posted:
  4/10/2026


Location:
  District Administrative Offices, Rosemount, MN


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: April 10, 2026

Position Title: Payroll Specialist

Assignment Location: District Office at Dakota County Technical College in Rosemount, MN 

Hours per Day: 8.0 hours / day

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the calendar as assigned

Anticipated Start Date: May 2026

Contract Length:  Full-time, 260 days per year

Salary: $78,000+ depending on experience
 
Position Summary
Intermediate School District 917 is seeking a dedicated and detail-oriented Payroll Specialist to join our team at the District Office in Rosemount, MN. 
In this position, you will act as a responsible steward of public funds, balancing technical accounting with a commitment to exceptional service. This position requires working collaboratively and partnering with Finance, Human Resources, and district leadership to ensure that every member of our staff is paid accurately and on time.
We are looking for a professional who pairs strong mathematical and logical problem-solving skills with a high degree of empathy. Because you are a primary point of contact for staff regarding their compensation, your ability to communicate complex information with clarity and respect is essential to our core values.  This position is responsible for safeguarding the district's financial resources through accuracy, compliance, and strong internal controls.

Job Responsibilities 
• Manage the full payroll cycle from setting up pay and deduction codes, pay calendars, salary changes, and employee direct deposit information.  Process payroll deductions, payroll adjustments and stipend payments
• Calculate, verify, and finalize payroll; generate paychecks and transmit TRA and PERA direct deposit files.  Balance payroll accounts against the general ledger and reconcile discrepancies
• Upload and verify timesheets, ensuring that regular hours, overtime, and leave are calculated correctly
• Maintain payroll and deduction calendars and fiscal year-to-date balances.  Manage tax withholdings and registrations, prepare necessary tax forms, and ensure compliance with federal, state and local tax laws.
• Generate and distribute payroll reports; post and import general ledger files
• Prepare and submit payments and reporting to state and federal agencies
• Complete quarterly and annual reporting including TRA, PERA, 941 files, W-2s, and other state and federal agencies, as well as Minnesota Department of Employment and Economic Development reporting
• Prepare payroll records and/or appropriate documentation for the annual audit and workers compensation audit
• Provide clear, timely, and respectful information and support to employees regarding payroll, deductions, and other payroll related items
• Handle employment verification requests and unemployment inquiries from state agencies
Financial Stewardship & Compliance
• Maintain payroll and deduction calendars and fiscal year-to-date balances.
• Reconcile withholding accounts with the general ledger and resolve discrepancies.
• Generate and distribute payroll reports; post and import general ledger files.
• Prepare and submit payroll payments and reporting to state and federal agencies.
• Complete quarterly and annual reporting including TRA, PERA, AHC, W-2s, and Minnesota Department of Employment and Economic Development reporting.
• Assist with preparation of payroll records for the annual audit
Required Qualifications:
• An Associate or Technical degree in Accounting, Finance, or a closely related field (Bachelor Degree Preferred)
• At least two years of professional experience in payroll or accounting (we also value the right mix of education and "on-the-job" experience)
• Exceptional mathematical skills and the ability to solve complex payroll issues through logical problem-solving
• Excellent interpersonal and organizational skills, with a commitment to providing clear and empathetic support to staff
• Ability to enter payroll data and contract information with high-level accuracy
• High proficiency in Windows-based environments, with specific expertise in Microsoft Excel for data management
• Successful completion of the district's office skills assessments is a condition of employment
Preferred:
• Direct experience managing payroll within a school district or educational setting
• Familiarity with school-specific HRIS or payroll software (e.g., Skyward, Efinance, or similar platforms)
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
Intermediate School District 917 is an equal opportunity employer  
  
  
 





Email To A Friend
Print Version

Openings as of 4/14/2026

English Teacher (Alternative Learning Center: Grades 7-12)

JobID: 1903

Position Type:
  DCALS Home of Career and Technical Education/English


Date Posted:
  3/30/2026


Location:
  Dakota County Area Learning School-North, WSP MN


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 30, 2026

Position Title: English Teacher, Grades 7 -12

Assignment Location: DCALS-North in  West St. Paul, MN within the Alternative Learning Program

Hours per Day: 8.0 

Schedule: Monday through Friday 7:15 AM to 3:15 PM, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Assignment Length: 2026-2027 School Year, continuing contract

Salary: Per the teacher contract
 

POSITION OVERVIEW:

Under the supervision of the Principal, our teachers for Intermediate School District 917's Dakota County Area Learning School (DCALS) will play a vital role in providing a consistent, safe environment conducive to learning by providing instruction in the core content area and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students to ensure their safety and growth. The teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 

QUALIFICATIONS:
 
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Minnesota Department of Education (MDE)/Professional Educators Licensing and Standards Board (PELSB) in 5-12 English in any area, or equivalent combination of education and experience may be considered.
2. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with proficiency in the core educational subject area.
3. Previous teaching experience preferred, but recent graduates encouraged to apply.
4. Experience working with at-risk youth.
5. Good oral, written, and interpersonal communication. Basic computer and email skills.
 

PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.

 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917's Website: http://www.isd917.org/
 

jessica.huss@isd917.org
Intermediate School District 917 is an equal opportunity employer



Attachment(s):
• Teacher 2025-2027 Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Special Education Teacher, Blind / Visually Impaired (BVI) licensure

JobID: 1874

Position Type:
  Itinerant/Special Education Teacher, BVI


Date Posted:
  2/5/2026


Location:
  Various Dakota County locations


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: February 5, 2026

Position Title: Special Education Teacher, Blind / Visually Impaired (BVI) licensure

Assignment Location: Various locations in Dakota County, MN in the Itinerant Services as part of the Visually Impaired Program

Hours per Day: 8.0

Schedule: Monday through Friday 7:30 AM to 3:30 PM, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Salary: Per the teacher/licensed staff contract
 

POSITION OVERVIEW:

Under the supervision of the Assistant Director/Principal, the special education teacher for Intermediate School District 917's Deaf / Hard of Hearing program will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 
QUALIFICATIONS:
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Minnesota Department of Education (MDE) in Special Education as a Teacher of the Blind / Visually Impaired (BVI), or equivalent combination of education and experience may be considered.
2. Willingness and ability to work with students receiving a high-level of special education services.
3. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
4. Previous teaching experience in special education preferred.
5. Ability to understand developmental appropriateness of materials and behavior.
6. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Special Education Teacher, Deaf / Hard of Hearing (D/HH)

JobID: 1876

Position Type:
  Itinerant/Special Education Teacher, Deaf / Hard of Hearing


Date Posted:
  2/5/2026


Location:
  Various Dakota County locations


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: February 5, 2026

Position Title: Special Education Teacher, Deaf / Hard of Hearing (D/HH) 

Assignment Location: Multiple locations within the Dakota County Area in the Deaf / Hard of Hearing (D/HH) Program

Hours per Day: 8.0

Schedule: Monday through Friday, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Assignment Length: 2026 2027 school year, continuing contract

Salary: Per the teacher/licensed staff contract
 

POSITION OVERVIEW:

Under the supervision of the Assistant Director/Principal, the special education teacher for Intermediate School District 917's Deaf / Hard of Hearing program will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 
QUALIFICATIONS:
 
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Minnesota Department of Education (MDE) in Special Education in Deaf / Hard of Hearing (D/HH) or equivalent combination of education and experience may be considered.
2. Willingness and ability to work with students receiving a high-level of special education services.
3. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
4. Previous teaching experience in special education preferred.
5. Ability to understand developmental appropriateness of materials and behavior.
6. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
 
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices

 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917's Website: http://www.isd917.org/
 
jessica.huss@isd917.orgIntermediate School District 917 is an equal opportunity employer



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Special Education Teacher, Autism Spectrum Disorders (ASD) / Emotional Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) licensure

JobID: 1882

Position Type:
  Special Education/ASD, DCD, EBD


Date Posted:
  3/20/2026


Location:
  Cedar School, Eagan MN


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Special Education Teacher, Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), and/or Developmental Cognitive Disabilities (DCD) licensure

Assignment Location: Cedar School, Eagan, MN in the Students with Unique Needs (SUN) Program

Hours per Day: 8.0

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Assignment Length: 2026-2027 school year, continuing contract

Salary: Placement per the teacher contract, based on education and experience
 

POSITION OVERVIEW:

The special education teacher for Intermediate School District 917's Students with Unique Needs (SUN) program at Cedar School will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 
QUALIFICATIONS:
 
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Professional Educators Licensing and Standards Board (PELSB) in Special Education in Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) with dual licensure preferred, or equivalent combination of education and experience may be considered.
2. Willingness and ability to work with students receiving a high-level of special education services.
3. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
4. Previous teaching experience in special education preferred.
5. Ability to understand developmental appropriateness of materials and behavior.
6. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Special Education Teacher, Transition-Age Services: Autism Spectrum Disorders (ASD), Emotional Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) licensure

JobID: 1867

Position Type:
  Special Education/ASD, DCD, EBD


Date Posted:
  3/20/2026


Location:
  Dakota County Area Learning School, Rosemount MN


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING
 
Date Posted: March 20, 2026

Position Title: Special Education Teacher, Transition-Age Services: Autism Spectrum Disorders (ASD), Emotional Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) licensure

Assignment Location: Dakota County Technical College, in Rosemount, MN in the Transitional Education Service Alternative (TESA) Program

Hours per Day: 8.0

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Assignment Length: 2026-2027 school year, continuing contract

Salary: Per teacher contract (attached) 
 

POSITION OVERVIEW:

Intermediate School District 917's Transitional Education Service Alternative (TESA) program located at Dakota County Technical College will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 
QUALIFICATIONS:
 
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Professional Educators Licensing and Standards Board (PELSB) in Special Education in Autism Spectrum Disorders (ASD), Emotional Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD), or equivalent combination of education and experience may be considered.
2. Willingness and ability to work with students receiving a high-level of special education services.
3. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
4. Previous teaching experience in special education preferred.
5. Ability to understand developmental appropriateness of materials and behavior.
6. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 

DISTRICT PROFILE:
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917's Website: http://www.isd917.org/
 

jessica.huss@isd917.org
Intermediate School District 917 is an equal opportunity employer



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Special Education Teacher, Autism Spectrum Disorders (ASD) / Emotional Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) licensure

JobID: 1872

Position Type:
  Special Education/ASD, DCD, EBD


Date Posted:
  3/20/2026


Location:
  Alliance Education Center, Rosemount MN


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Special Education Teacher, Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), and/or Developmental Cognitive Disabilities (DCD) licensure

Assignment Location: Alliance Education Center, Rosemount , MN in the Customized Alternative Solutions for Education (CASE) Program, Intra-Dakota Educational Alternative (IDEA) and Students with Unique Needs (SUN) programs

Hours per Day: 8.0

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Assignment Length: 2026 - 2027 school year, continuing contract

Salary: Placement per the teacher contract, based on education and experience
 

POSITION OVERVIEW:

The special education teacher for Intermediate School District 917's will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 
QUALIFICATIONS:
 
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Professional Educators Licensing and Standards Board (PELSB) in Special Education in Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) with dual licensure preferred, or equivalent combination of education and experience may be considered.
2. Willingness and ability to work with students receiving a high-level of special education services.
3. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
4. Previous teaching experience in special education preferred.
5. Ability to understand developmental appropriateness of materials and behavior.
6. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917's Website: http://www.isd917.org/
 
Jessica.huss@isd917.orgIntermediate School District 917 is an equal opportunity employer





Email To A Friend
Print Version

Openings as of 4/14/2026

Homebound: Special Education Teacher - Developmental Cognitive Disabilities (DCD) licensure

JobID: 1909

Position Type:
  Special Education/ASD, DCD, EBD


Date Posted:
  4/8/2026


Location:
  Various Dakota County locations


Date Available:
  07/01/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Special Education Teacher, Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), and/or Developmental Cognitive Disabilities (DCD) licensure

Assignment Location: Cedar School, Eagan, MN in the Students with Unique Needs (SUN) Program

Hours per Day: 8.0

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Assignment Length: 2026-2027 school year, continuing contract

Salary: Placement per the teacher contract, based on education and experience
 

POSITION OVERVIEW:

The special education teacher for Intermediate School District 917's Developmental Disabilities, Academics, Socialization, and Health Services (DASH) program  focuses on communication, social, motor, and daily living skills as well as functional academics. The teacher role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 
QUALIFICATIONS:
 
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Professional Educators Licensing and Standards Board (PELSB) in Special Education in Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) with dual licensure preferred, or equivalent combination of education and experience may be considered.
2. Willingness and ability to work with students receiving a high-level of special education services.
3. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
4. Previous teaching experience in special education preferred.
5. Ability to understand developmental appropriateness of materials and behavior.
6. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Special Education Teacher, Autism Spectrum Disorders (ASD) / Emotional Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) licensure / Social Studies

JobID: 1889

Position Type:
  Special Education/ASD, DCD, EBD


Date Posted:
  3/20/2026


Location:
  New Chance-JSC, Hastings MN


Date Available:
  07/01/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Special Education Teacher, Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), and/or Developmental Cognitive Disabilities (DCD) licensure / Social Studies 

Assignment Location: New Chance at the Juvenile Service Center, Hastings, MN in the Care and Treatment Program

Hours per Day: 8.0

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: July 1, 2026

Assignment Length: 2026 - 2027 school year, continuing contract

Salary: Placement per the teacher contract, based on education and experience
 

POSITION OVERVIEW:
 
The special education teacher for Intermediate School District 917's Care and Treatment program at New Chance in the Juvenile Center that will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 
QUALIFICATIONS:
 
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Professional Educators Licensing and Standards Board (PELSB) in Special Education in Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) with dual licensure preferred, or equivalent combination of education and experience may be considered.
2. Willingness and ability to work with students receiving a high-level of special education services.
3. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
4. Previous teaching experience in special education preferred.
5. Ability to understand developmental appropriateness of materials and behavior.
6. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917's Website: http://www.isd917.org/
 

Jessica.Huss@isd917.org
Jessica.huss@isd917.orgIntermediate School District 917 is an equal opportunity employer



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Building Wide Sub: Special Education Teacher, Autism Spectrum Disorders (ASD) / Emotional Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) licensure

JobID: 1894

Position Type:
  Special Education/ASD, DCD, EBD


Date Posted:
  3/20/2026


Location:
  Various Dakota County locations


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Building Wide Sub for a Special Education Teacher, Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), and/or Developmental Cognitive Disabilities (DCD) licensure

Assignment Location: One at Alliance Education Center (Rosemount), One at Lebanon Education Center / Cedar  School  (Apple Valley / Eagan)  and one at Concord Education Center (Inver Grove Height).

Hours per Day: 8.0

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Assignment Length: 2026 - 2027 school year, continuing contract

Salary: Placement per the teacher contract, based on education and experience
 

POSITION OVERVIEW:

In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 
QUALIFICATIONS:
 
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Professional Educators Licensing and Standards Board (PELSB) in Special Education in Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) with dual licensure preferred, or equivalent combination of education and experience may be considered.
2. Willingness and ability to work with students receiving a high-level of special education services.
3. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
4. Previous teaching experience in special education preferred.
5. Ability to understand developmental appropriateness of materials and behavior.
6. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
Jessica.huss@isd917.orgIntermediate School District 917 is an equal opportunity employer



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Teacher - Work Based Learning Coordinator

JobID: 1901

Position Type:
  Special Education/ASD, DCD, EBD


Date Posted:
  3/20/2026


Location:
  Dakota County Area Learning School, Rosemount MN


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Teacher - Work Based Learning Coordinator

Assignment Location: Dakota County Technical College working in the TESA program in Rosemount, MN

Hours per Day: 8.0

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Assignment Length: 2026 - 2027 school year, continuing contract

Salary: Placement per the teacher contract, based on education and experience (contract attached) 
 

POSITION OVERVIEW:

This position performs intermediate professional work teaching work based learning school instructional programs, keeping a class environment favorable to learning, teaching a broad range of subjects or specialized subject matter(s), teaching special needs students, motivating students to achieve maximum potential, and related work as apparent or assigned.  Work is performed under the supervision of the Assistant Director/Principal.

 

RESPONSIBILITIES:
 
• Design WBL programs (apprenticeships, internships, job shadowing) that align with student IEP goals and state/district regulations.
• Recruit and collaborate with industry partners to secure meaningful training sites, ensuring work-site safety and quality.
• Match students to appropriate worksites, develop training agreements, and provide mentorship to ensure successful career outcomes.
• Deliver preparatory classroom instruction, monitor student progress, and conduct evaluations through student reflection and employer feedback.
 
QUALIFICATIONS:
 
1. MN teaching license in Work Based Learning OR has a valid MN teaching license and meets the requirements to obtain an out of field permission, Tier 1 or Tier 2 license, per the requirements of the MN Professional Educator Licensing and Standards Board (PELSB).
2. Must have a Bachelor's degree
3. Willingness and ability to work with students receiving a high-level of special education services.
4. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
5. Previous experience developing and implementing work-based learning programs is desirable.
6. Ability to understand developmental appropriateness of materials and behavior.
7. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
8. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
9. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
 
Jessica.huss@isd917.orgIntermediate School District 917 is an equal opportunity employer



Attachment(s):
• Teacher Contract 2025-2027



Email To A Friend
Print Version

Openings as of 4/14/2026

Board Certified Behavior Analyst (Special Education: Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), Developmental Cognitive Disabilities (DCD))

JobID: 1887

Position Type:
  Special Education/Board Certified Behavior Analyst


Date Posted:
  3/20/2026


Location:
  Dakota County Area Learning School, Rosemount MN


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Board Certified Behavior Analyst, Special Education

Assignment Location: Dakota County Technical College in Rosemount, MN with the Transitional Ed Service Alternative Program (TESA) Program 

Hours per Day: 8.0

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: August 18, 2026 (will have some ESY summer hours in  July) 

Contract Length: 2026 - 2027 school year, continuing contract 


Salary: As negotiated (24-25 contract attached, new contract pending settlement) 
 

POSITION OVERVIEW:

The Board Certified Behavior Analyst for Intermediate School District 917's Special Education programs plays a vital role in providing a consistent, safe environment conducive to learning. In this role, one helps lead, model, and encourage respect, communication, and competency through the use of assessments, the development and implementation of positive behavior interventions, the reinforcement of positive behaviors, and use of de-escalation techniques. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. The Board Certified Behavior Analyst will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. This role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Consult, communicate, and work cooperatively with teams to provide appropriate programming for students and maintain a positive work environment for all.
• Conduct functional behavior assessments.
• Implement positive behavior interventions and supports to support student progress, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Support the development and implementation of individualized education plans in accordance with district practice and state and federal requirements.
• Provide training to staff related to behavioral recommendations.
• Comply with School Board policies and administrative practices, including those procedures outlined in the staff and student handbooks.
• Help to maintain safety of all students and the environment.
• Utilize data to inform programming decisions and planning for student success.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
 
QUALIFICATIONS:
 
1. Behavior Analyst (BCBA) preferred.
2. Experience consulting and implementing positive behavior interventions and supports.
3. Willingness and ability to work with students receiving a high-level of special education services.
4. Skills in completing due process paperwork and communicating with parents and other team members.
5. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
6. Excellent oral, written, and interpersonal communication with staff, students, and parents that is maintained during high-stress and crisis situations.
7. Basic computer and email skills.
 
PHYSICAL REQUIREMENTS:
 
1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student's full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917's Website: http://www.isd917.org/

To apply, please contact: jessica.huss@isd917.org
Intermediate School District 917 is an equal opportunity employer 



Attachment(s):
• BCBA Contract 2024-2025



Email To A Friend
Print Version

Openings as of 4/14/2026

Special Education Teacher, Deaf / Hard of Hearing (D/HH) licensure

JobID: 1905

Position Type:
  Special Education/Deaf/Hard of Hearing


Date Posted:
  4/1/2026


Location:
  Inver Grove Heights Middle School, MN


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: April 1, 2026

Position Title: Special Education Teacher, Deaf / Hard of Hearing (D/HH) licensure

Assignment Location: Inver Grove Middle School in Inver Grove, MN in the Deaf / Hard of Hearing (D/HH) Program

Hours per Day: 8.0

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Assignment Length: 2026-2027 school year, continuing contract

Salary: Placement per the teacher contract, based on education and experience
 

POSITION OVERVIEW:

Intermediate School District 917's Deaf / Hard of Hearing program will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 
QUALIFICATIONS:
 
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Minnesota Department of Education (MDE)/Professional Educators Licensing and Standards Board (PELSB) in Special Education in Deaf / Hard of Hearing (D/HH) preferred and/or Oral / Aural Deaf Education, or equivalent combination of education and experience may be considered.
2. Sign Language Proficiency Interview (SLPI) score of advanced or native, preferred.
3. Willingness and ability to work with students receiving a high-level of special education services.
4. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
5. Previous teaching experience in special education preferred.
6. Ability to understand developmental appropriateness of materials and behavior.
7. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
8. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
9. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
 
Intermediate School District 917 is an equal opportunity employer



Attachment(s):
• Teacher Contract 2025-2027



Email To A Friend
Print Version

Openings as of 4/14/2026

Special Education Teacher (Therapeutic Program), Emotional Behavioral Disorders (EBD) licensure

JobID: 1880

Position Type:
  Special Education/EBD Teacher


Date Posted:
  3/20/2026


Location:
  Lebanon Education Center, Apple Valley MN


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Special Education Teacher, Emotional / Behavioral Disorders (EBD) and Development Cognitive Disability (DCD) licensure

Assignment Location: Lebanon Education Center, Apple Valley, MN in the Therapeutic Education Alternative (TEA) Program

Hours per Day: 8.0

Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: August 18, 2026

Assignment Length: 2026-2027 school year, continuing contract

Salary: Placement per the teacher contract, based on education and experience
 

POSITION OVERVIEW:

The special education teacher for Intermediate School District 917's Therapeutic Education Alternative (TEA) program at Lebanon Education Center will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
• Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
• Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
• Encourage student enthusiasm for the learning process; Encourage and facilitate the work of other staff members in a collaborative, supportive environment.
• Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
• Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
• Share responsibility during the school day for the supervision of students in areas of the school.
• Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
• Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
• Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
• Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
• Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
• Other duties, as assigned.
 
QUALIFICATIONS:
 
1. A bachelor's degree with coursework in education or related field, and a current teaching license from the Professional Educators Licensing and Standards Board (PELSB) in Special Education in Emotional / Behavioral Disorders (EBD), or equivalent combination of education and experience may be considered.
2. Willingness and ability to work with students receiving a high-level of special education services.
3. Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
4. Previous teaching experience in special education preferred.
5. Ability to understand developmental appropriateness of materials and behavior.
6. Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Basic computer and email skills. Proficient in core educational subject areas.
 
PHYSICAL REQUIREMENTS:
 
1. Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
2. Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
3. Work has standard vision requirements.
4. Ability to tolerate sudden jarring movement.
5. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
6. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Mental Health Professional - Special Education (Therapeutic Program)

JobID: 1899

Position Type:
  Special Education/Mental Health


Date Posted:
  3/18/2026


Location:
  Riverview Elementary ECSE TEA, Farmington, MN


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 18, 2026

Position Title: Mental Health Professional , Special Education

Assignment Location: Riverview Elementary in Farmington, MN  serving students in the Therapeutic Education Alternative (TEA) Program

Hours per Day: 8.0

Schedule: 7:30 a.m. – 3:30 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date:  August 18, 2026

Starting At: Per the teacher/licensed staff contract
 

POSITION OVERVIEW:

Under the general supervision of the Assistant Director/Principal and supervising Mental Health Coordinator, our Mental Health Professionals provide therapy and skills-based training to students, create and maintain records and reports, create and complete diagnostic assessments, and perform related work as apparent or assigned. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A Mental Health Professional is part of a multidisciplinary team environment where collaboration, communication, and adaptability are key to the success of the team and the students. The Mental Health Professional role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Provide therapy and skills training to students in areas of social, communication, self-regulation, and the skills necessary for students to transition to other educational, community, or vocational settings.
• Create and complete mental health diagnostic assessments.
• Develop and implement individual treatment plans in cooperation with parents, mental health practitioners, other instructional staff, and staff from local districts; Complete all required reports in accordance with district practice and due process procedures.
• Facilitate gaining access to outside agencies for students and families.
• Communicate with outside providers for coordination of care.
• Maintain communication with the administrators, students, parents/guardians, and other staff members regarding progress.
• Work cooperatively with team members, including the classroom teacher, other Mental Health Practitioners, specil education related services providers and direct the work of Education Support Professionals assigned to the team.
• Comply with ISD 917 school board policies and procedures as well as Children's Therapeutic Services and Supports (CTSS) policies and procedures.
• Observe students in various educational environments and provide recommendations; adapt and/or modify materials; collect data to evaluate student progress.
• Maintain and complete progress notes, consultation notes, and/or letters.
• Help to maintain a positive and safe work environment for all students and staff.
• Attend various meetings and committees; participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.
 
QUALIFICATIONS:
 
1. Qualified as a Mental Health Professional under the requirements of the Department of Human Services (DHS) with a Master's degree or higher and licensed as one of the following: Licensed Graduate Social Worker (LGSW), Licensed Associate Marriage and Family Therapist (LAMFT), Licensed Independent Clinical Social Worker (LICSW), Licensed Professional Counselor (LPC), Licensed Professional Clinical Counselor (LPCC), Licensed Marriage and Family Therapist (LMFT), Clinical Nurse Specialist (CNS), Licensed Psychologist (LP, Psychiatric or Osteopathic Physician, Psychiatric Nurse Practitioner, or a clinical trainee in one of the categories above.
2. A willingness and ability to work with students receiving high-level special education services.
3. Comprehensive knowledge of the Department of Human Services requirements, clinical childhood mental health disorders,  and policies and procedures for therapy in education programs.
4. Thorough skills in reading, writing, and conducting diagnostic assessments, individual treatment plans, and progress notes.
5. Willingness to be trained in and implement restrictive procedures within the guidelines of Professional Crisis Management (PCM) and Minnesota state law.
6. Ability to establish and maintain effective working relationships with students.
7. Ability to establish and maintain standards of behavior.
8. Ability to work as an effective member of a team with staff, parents, clinical providers, and the community through the building and maintaining of collaborative and positive relationships.
9. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
10. General skill operating standard office equipment and applicable hardware and software.
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 

 



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Mental Health Professional (Long Term Sub) - Special Education (Therapeutic Program)

JobID: 1896

Position Type:
  Special Education/Mental Health


Date Posted:
  3/20/2026


Location:
  Pine Bend Elementary School


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Mental Health Professional , Special Education

Assignment Location: Pine Bend Elementary in Inver Grove Heights , MN serving students in the Therapeutic Education Alternative (TEA) Program

Hours per Day: 8.0

Schedule: 7:30 a.m. – 3:30 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date:  August 18 - December 22, 2026

Starting At: Per the teacher/licensed staff contract
 

POSITION OVERVIEW:

Our Mental Health Professionals provide therapy and skills-based training to students, create and maintain records and reports, create and complete diagnostic assessments, and perform related work as apparent or assigned. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A Mental Health Professional is part of a multidisciplinary team environment where collaboration, communication, and adaptability are key to the success of the team and the students. The Mental Health Professional role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Provide therapy and skills training to students in areas of social, communication, self-regulation, and the skills necessary for students to transition to other educational, community, or vocational settings.
• Create and complete mental health diagnostic assessments.
• Develop and implement individual treatment plans in cooperation with parents, mental health practitioners, other instructional staff, and staff from local districts; Complete all required reports in accordance with district practice and due process procedures.
• Facilitate gaining access to outside agencies for students and families.
• Communicate with outside providers for coordination of care.
• Maintain communication with the administrators, students, parents/guardians, and other staff members regarding progress.
• Work cooperatively with team members, including the classroom teacher, other Mental Health Practitioners, specil education related services providers and direct the work of Education Support Professionals assigned to the team.
• Comply with ISD 917 school board policies and procedures as well as Children's Therapeutic Services and Supports (CTSS) policies and procedures.
• Observe students in various educational environments and provide recommendations; adapt and/or modify materials; collect data to evaluate student progress.
• Maintain and complete progress notes, consultation notes, and/or letters.
• Help to maintain a positive and safe work environment for all students and staff.
• Attend various meetings and committees; participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.
 
QUALIFICATIONS:
 
1. Qualified as a Mental Health Professional under the requirements of the Department of Human Services (DHS) with a Master's degree or higher and licensed as one of the following: Licensed Graduate Social Worker (LGSW), Licensed Associate Marriage and Family Therapist (LAMFT), Licensed Independent Clinical Social Worker (LICSW), Licensed Professional Counselor (LPC), Licensed Professional Clinical Counselor (LPCC), Licensed Marriage and Family Therapist (LMFT), Clinical Nurse Specialist (CNS), Licensed Psychologist (LP, Psychiatric or Osteopathic Physician, Psychiatric Nurse Practitioner, or a clinical trainee in one of the categories above.
2. A willingness and ability to work with students receiving high-level special education services.
3. Comprehensive knowledge of the Department of Human Services requirements, clinical childhood mental health disorders,  and policies and procedures for therapy in education programs.
4. Thorough skills in reading, writing, and conducting diagnostic assessments, individual treatment plans, and progress notes.
5. Willingness to be trained in and implement restrictive procedures within the guidelines of Professional Crisis Management (PCM) and Minnesota state law.
6. Ability to establish and maintain effective working relationships with students.
7. Ability to establish and maintain standards of behavior.
8. Ability to work as an effective member of a team with staff, parents, clinical providers, and the community through the building and maintaining of collaborative and positive relationships.
9. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
10. General skill operating standard office equipment and applicable hardware and software.
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 

 



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Mental Health Professional - Special Education (Therapeutic Program)

JobID: 1878

Position Type:
  Special Education/Mental Health


Date Posted:
  3/20/2026


Location:
  Lebanon Education Center, Apple Valley MN


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Mental Health Professional , Special Education

Assignment Location: Lebanon Education Center, MN serving students in the Therapeutic Education Alternative (TEA) Program

Hours per Day: 8.0

Schedule: 7:30 a.m. – 3:30 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date:  August 18, 2026

Starting At: Per the teacher/licensed staff contract
 

POSITION OVERVIEW:

Our Mental Health Professionals provide therapy and skills-based training to students, create and maintain records and reports, create and complete diagnostic assessments, and perform related work as apparent or assigned. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A Mental Health Professional is part of a multidisciplinary team environment where collaboration, communication, and adaptability are key to the success of the team and the students. The Mental Health Professional role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
• Provide therapy and skills training to students in areas of social, communication, self-regulation, and the skills necessary for students to transition to other educational, community, or vocational settings.
• Create and complete mental health diagnostic assessments.
• Develop and implement individual treatment plans in cooperation with parents, mental health practitioners, other instructional staff, and staff from local districts; Complete all required reports in accordance with district practice and due process procedures.
• Facilitate gaining access to outside agencies for students and families.
• Communicate with outside providers for coordination of care.
• Maintain communication with the administrators, students, parents/guardians, and other staff members regarding progress.
• Work cooperatively with team members, including the classroom teacher, other Mental Health Practitioners, specil education related services providers and direct the work of Education Support Professionals assigned to the team.
• Comply with ISD 917 school board policies and procedures as well as Children's Therapeutic Services and Supports (CTSS) policies and procedures.
• Observe students in various educational environments and provide recommendations; adapt and/or modify materials; collect data to evaluate student progress.
• Maintain and complete progress notes, consultation notes, and/or letters.
• Help to maintain a positive and safe work environment for all students and staff.
• Attend various meetings and committees; participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.
 
QUALIFICATIONS:
 
1. Qualified as a Mental Health Professional under the requirements of the Department of Human Services (DHS) with a Master's degree or higher and licensed as one of the following: Licensed Graduate Social Worker (LGSW), Licensed Associate Marriage and Family Therapist (LAMFT), Licensed Independent Clinical Social Worker (LICSW), Licensed Professional Counselor (LPC), Licensed Professional Clinical Counselor (LPCC), Licensed Marriage and Family Therapist (LMFT), Clinical Nurse Specialist (CNS), Licensed Psychologist (LP, Psychiatric or Osteopathic Physician, Psychiatric Nurse Practitioner, or a clinical trainee in one of the categories above.
2. A willingness and ability to work with students receiving high-level special education services.
3. Comprehensive knowledge of the Department of Human Services requirements, clinical childhood mental health disorders,  and policies and procedures for therapy in education programs.
4. Thorough skills in reading, writing, and conducting diagnostic assessments, individual treatment plans, and progress notes.
5. Willingness to be trained in and implement restrictive procedures within the guidelines of Professional Crisis Management (PCM) and Minnesota state law.
6. Ability to establish and maintain effective working relationships with students.
7. Ability to establish and maintain standards of behavior.
8. Ability to work as an effective member of a team with staff, parents, clinical providers, and the community through the building and maintaining of collaborative and positive relationships.
9. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
10. General skill operating standard office equipment and applicable hardware and software.
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 

 



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Occupational Therapist (Special Education)

JobID: 1871

Position Type:
  Special Education/Occupational Therapist


Date Posted:
  3/20/2026


Location:
  Various Dakota County locations


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Occupational Therapist -  ASL/Sign Language preferred not required., Special Education

Assignment Location: Various Programs through out Dakota County, MN serving students in ISD 917's different programs. 

Hours per Day: 8.0

Schedule: 7:30 a.m. – 3:30 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date: August 18, 2026

Contract Length: 2026 - 2027 school year, continuing contract

Salary: Placement per the teacher contract, based on education and experience (contract attached) 
 

POSITION OVERVIEW:

OTs provide advanced human support work by evaluating the needs of students, designing and implementing appropriate therapies, preparing and maintaining accurate records, and performing related work as apparent or assigned. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. An occupational therapist is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The occupational therapist role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Provide direct and indirect occupational therapy (OT) to identified students in member district schools and in ISD 917's Setting IV Special Education programs.
• Train paraprofessionals, special and general education teachers, and other team members on specific interventions.
• Observe students in various educational environments and provide recommendations; adapt and/or modify materials; collect data to evaluate student progress.
• Recommend and train staff and/or students on equipment; orders equipment for department and district program.
• Maintain and complete progress notes, consultation notes, and/or letters.
• Maintain documentation related to third party billing.
• Complete re-evaluations including writing evaluation reports.
• Assist with developing student Individualized Education Plan (IEP); assists case manager in establishing students' goals and objectives; completes appropriate components of a student's IEP.
• Responds to questions and inquiries.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Attend various meetings and committees; participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 
1. Must be a Minnesota State Department of Health certified Occupational Therapist with a graduate degree in occupational therapy with moderate experience as an occupational therapist for pediatric clients, or equivalent combination of education and experience.
2. Valid driver's license in the State of Minnesota.
3. Willingness and ability to work with students receiving a high-level of special education services.
4. Thorough knowledge of the principles, practices and procedures of specialty area; thorough knowledge of the principles and methodology of providing effective therapy for students with special needs; thorough knowledge of school rules, regulations and procedures.
5. General skill using standard tools of the trade.
6. Ability to make arithmetic computations using whole numbers, fractions and decimals; ability to compute rates, ratios and percentages.
7. Ability to maintain resiliency and organization.
8. Ability to understand and demonstrate an understanding of body mechanics.
9. Ability to demonstrate non-violent crisis intervention techniques.
10. Ability to establish and maintain standards of behavior.
11. Ability to deliver articulate oral presentations and written reports.
12. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
13. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
14. General skill operating standard office equipment and applicable hardware and software.
15. ASL/Sign Language preferred not required.
 
PHYSICAL REQUIREMENTS:
 
1. Ability occasionally exert up to 25 pounds of force.
2. Work regularly requires speaking, hearing, and using hands to finger.
3. Work has standard vision requirements; work requires preparing and analyzing written or computer data, visual inspection involving small defects and/or small parts.
4. Frequently requires standing, walking, sitting, stooping, kneeling, crouching or crawling, and reaching with hands and arms.
5. Occasionally requires climbing or balancing, pushing or pulling, tasting or smelling, lifting and repetitive motions.
6. Work requires assembly or fabrication of parts within arm's length, operating machines, and operating motor vehicles and/or equipment.
7. Ability to tolerate sudden jarring movement; exposure to aggressive or impulsive acts.
8. Work occasionally requires exposure to outdoor weather conditions, exposure to vibrations, and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
9. Locations are generally moderately noisy.
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
Jessica.Huss@isd917.org
Intermediate School District 917 is an equal opportunity employer



Attachment(s):
• Enter file description



Email To A Friend
Print Version

Openings as of 4/14/2026

Licensed School Nurse (LSN) (Special Education: Emotional / Behavioral Disorders, Autism Spectrum Disorders, Developmental Cognitive Disabilities)

JobID: 1900

Position Type:
  Special Education/School Nurse


Date Posted:
  3/20/2026


Location:
  Various Dakota County locations


Date Available:
  08/19/2025


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Licensed School Nurse (LSN), Special Education 

Assignment Location: Multiple Schools in the Dakota County Area supporting students in Intermediate School District 917

Hours per Day: 8.0

Schedule: 7:30 a.m. – 3:30 p.m., Monday through Friday, following the school calendar

Anticipated Start Date: August 19, 2025

Contract Length: 2026 - 2027 school year, continuing contract

Salary: Placement per the teacher contract, based on education and experience
 

POSITION OVERVIEW:

The licensed school nurse provides routine and urgent health care services and physical screening to students, dispenses medication, prepares and maintains student and clinic records, and performs related work as apparent or assigned. As part of a larger team, including all others who work with each of the various students, this individual has the ability to establish and maintain effective working relationships with district staff, itinerants, guardians, medical professionals, and the general public, including the skills of explaining medical protocol and communicating in a calm and effective manner during emergencies.
 

RESPONSIBILITIES:
 
• Manage the care of individual students with special health needs and/or mental health needs through assessment, planning, and evaluation; Make observations and assesses condition; implements health care plan for each student referred; counsels with student, parents, and/or teachers about health concerns.
• Interpret health findings for educational staff regarding the impact of health concerns on learning and accommodations required at school; Interpret the school related needs of the students to medical providers.
• Performs routine health screenings for students; Conduct health reviews and school nurse health assessments (when necessary) on students being evaluated for special education or receiving special education services.
• Participate on Individual Education Plan (IEP) teams for students with health/sensory/physical concerns or impairments that may interfere with learning including providing special education related services (direct and/or indirect) in the area of health/physical when needed.
• Develop and implement individual health plans and emergency health plans for students with handicapping health conditions that require accommodations to attend school.
• Perform skilled nursing procedures and delegate nursing care procedures when appropriate including planning, training, monitoring, and supervision of delegation using clear written plans for delegates to follow.
• Prepares, dispenses, records, and administers medications and first aid according to school policy.
• Refers students for medical care as needed; Ensures compliance with required immunizations.
• Keeps logs of visits and care given.
• Provides instruction on nutrition, hygiene, grooming, weight control, first aid, disease prevention, substance abuse, and related health concerns.
• Ensures adequate and proper supplies are available.
• Receive and carry out verbal or written orders from medical doctors.
• Establish and maintain effective working relationships with students, parents, health associates, and the general public.
• Assist students and families in obtaining health care in the community by referrals to appropriate agencies.
• Maintain current certification in CPR and Basic First Aid.
• Conduct staff trainings on health related topics.
 
QUALIFICATIONS:
 
1. Bachelor's degree in nursing, or related field and moderate experience working in nursing, public health, or equivalent combination of education and experience.
2. Licensed as a School Nurse from the Professional Educators Licensing and Standards Board (PELSB).
3. Licensed as a Registered Nurse (RN) from the Minnesota Board of Nursing.
4. Public Health Certification from the Minnesota Board of Nursing.
5. Current CPR Certification for the Healthcare Professional and current First Aid Certification.
6. Ability to perform the requirements of Professional Crisis Management (PCM)
7. Experience working with children, with experience working with students with highly fragile medical needs preferred. Other work experience may be considered.
8. Thorough knowledge of the common medical practices, procedures and techniques associated with a standard physical examination.
9. Thorough knowledge of the preliminary diagnosis of medical problems and the administration of medications related to treatment and first aid.
10. Thorough skill using standard tools of the trade.
11. Ability to follow technical oral and written instructions in exact detail; Ability to administer medications and apply therapeutic treatments as required; Ability to make arithmetic computations using whole numbers, fractions and decimals; ability to compute rates, ratios and percentages.
12. Ability to create and maintain applicable reports, records and files; Ability to maintain accurate records; Ability to establish and maintain effective working relationships with students, parents, health associates, and the general public.

PHYSICAL REQUIREMENTS:
 
1. Requires the frequent exertion of up to 25 pounds of force and occasional exertion of up to 50 pounds of force.
2. Work regularly requires speaking, standing, walking, sitting, and lifting.
3. Occasionally requires stooping, kneeling, crouching or crawling, reaching with hands and arms, bending and leaning. pushing or pulling, and repetitive motions.
4. Work requires close vision, distance vision, ability to adjust focus, depth perception, color perception and peripheral vision.
5. Work requires preparing and analyzing written or computer data, using of measuring devices, operating machines, and observing general surroundings and activities.
6. Vocal communication and hearing is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly in cases of emergencies.
7. Frequently requires exposure to bloodborne pathogens; May be required to wear specialized personal protective equipment.
8. Work is generally in a moderately noisy location.
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917's Website: http://www.isd917.org/
 
jessica.huss@isd917.org                                                                                                                           Intermediate School District 917 is an equal opportunity employer



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Speech Language Pathologist (Special Education: Developmental Cognitive Disabilities (DCD) / Developmental Disabilities (DD))

JobID: 1879

Position Type:
  Special Education/Speech-Language Pathologist


Date Posted:
  3/20/2026


Location:
  Various Dakota County locations


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Speech Language Pathologist, Special Education

Assignment Location: Various Programs through out Dakota County, MN serving students in ISD 917's different program (mostly in Apple Valley and Rosemount area)

Hours per Day: 8.0

Schedule: 7:30 a.m. - 3:30 p.m., Monday through Friday, following the ISD 917 school calendar

Anticipated Start Date: August 18, 2026

Contract Length: 2026 - 2027 school year, continuing contract

Starting At: Placement per the teacher contract, based on education and experience
 

POSITION OVERVIEW:

Our speech language pathologists evaluate the speech and language needs for students, develop individual education plans (IEPs), recommend education plans, maintain records and paperwork, and related work as assigned to identified students in their assigned schools within Dakota County. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A speech language pathologist is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The speech language pathologist role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Provide direct and indirect speech and language services to identified students in member district schools and in ISD 917's Setting IV Special Education programs.
• Complete speech and language assessments, re-evaluations, and reports and design appropriate intervention programs which meet students' needs.
• Assist with developing student Individualized Education Plan (IEP); assists case manager in establishing students' goals and objectives; completes appropriate components of a student's IEP.
• Collaborate with classroom teachers and other staff through consultation and by development of instructional activities to meet the students' speech and/or language needs in the classroom, home, and community environments.
• Observe students in various educational environments and provide recommendations; adapt and/or modify materials; collect data to evaluate student progress.
• Provide direct therapy in areas of pragmatic, expressive and receptive language, fluency, articulation and voice deficits and augmentative and/or alternative communication.
• Provide indirect services through teacher consultation and evaluation review.
• Assist with third party billing.
• Comply with school board policies and administrative practices, including those procedures outlined in the Special Education Staff and Parent Handbooks.
• Help to maintain safety of all students and the environment.
• Attend various meetings and committees; participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 
1. Minnesota Department of Education (MDE) Speech/Language Pathologist License and certificate of Clinical Competence (ASHA).
2. Maters's degree in communication disorders, or a related field, or equivalent combination of education and experience.
3. Valid driver's license in the State of Minnesota.
4. Willingness and ability to work with students receiving a high-level of special education services.
5. Thorough knowledge of the principles, practices, and procedures of speech and language diagnosis and therapy, casework methods and procedures, and of local, state, and federal resources, programs, procedures, laws, rules, and regulations; thorough skill scoring assessments.
6. General skill using standard tools of the trade.
7. Ability to conduct interviews, assessments and diagnoses effectively and analyze needs and problems objectively.
8. Ability to establish and maintain standards of behavior.
9. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
10. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
11. General skill operating standard office equipment and applicable hardware and software.
 
PHYSICAL REQUIREMENTS:
 
1. Ability occasionally exert up to 25 pounds of force.
2. Work regularly requires speaking, hearing, and using hands to finger.
3. Work has standard vision requirements; work requires preparing and analyzing written or computer data.
4. Frequently requires standing, walking, sitting, stooping, kneeling, crouching or crawling, and reaching with hands and arms.
5. Occasionally requires climbing or balancing, pushing or pulling, tasting or smelling, lifting and repetitive motions.
6. Ability to tolerate sudden jarring movement; exposure to aggressive or impulsive acts.
7. Work occasionally requires exposure to bloodborne pathogens and may require wearing of personal protective equipment.
8. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Speech Language Pathologist (.6 FTE) (Special Education: Developmental Cognitive Disabilities (DCD) / Developmental Disabilities (DD))

JobID: 1888

Position Type:
  Special Education/Speech-Language Pathologist


Date Posted:
  2/18/2026


Location:
  Various Dakota County locations


Date Available:
  08/18/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 20, 2026

Position Title: Speech Language Pathologist, Special Education

Assignment Location: Various Programs through out Dakota County, MN serving students in ISD 917's different program (mostly in Apple Valley and Rosemount area)

Hours per Day: 8.0

Schedule: 7:30 a.m. - 3:30 p.m., at .6 FTE (3 days a week, Tuesday-Thursday) 

Anticipated Start Date: August 18, 2026

Contract Length: 2026 - 2027 school year, continuing contract

Starting At: Placement per the teacher contract, based on education and experience
 

POSITION OVERVIEW:

Our speech language pathologists evaluate the speech and language needs for students, develop individual education plans (IEPs), recommend education plans, maintain records and paperwork, and related work as assigned to identified students in their assigned schools within Dakota County. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A speech language pathologist is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The speech language pathologist role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Provide direct and indirect speech and language services to identified students in member district schools and in ISD 917's Setting IV Special Education programs.
• Complete speech and language assessments, re-evaluations, and reports and design appropriate intervention programs which meet students' needs.
• Assist with developing student Individualized Education Plan (IEP); assists case manager in establishing students' goals and objectives; completes appropriate components of a student's IEP.
• Collaborate with classroom teachers and other staff through consultation and by development of instructional activities to meet the students' speech and/or language needs in the classroom, home, and community environments.
• Observe students in various educational environments and provide recommendations; adapt and/or modify materials; collect data to evaluate student progress.
• Provide direct therapy in areas of pragmatic, expressive and receptive language, fluency, articulation and voice deficits and augmentative and/or alternative communication.
• Provide indirect services through teacher consultation and evaluation review.
• Assist with third party billing.
• Comply with school board policies and administrative practices, including those procedures outlined in the Special Education Staff and Parent Handbooks.
• Help to maintain safety of all students and the environment.
• Attend various meetings and committees; participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 
1. Minnesota Department of Education (MDE) Speech/Language Pathologist License and certificate of Clinical Competence (ASHA).
2. Masters's degree in communication disorders, or a related field, or equivalent combination of education and experience.
3. Valid driver's license in the State of Minnesota.
4. Willingness and ability to work with students receiving a high-level of special education services.
5. Thorough knowledge of the principles, practices, and procedures of speech and language diagnosis and therapy, casework methods and procedures, and of local, state, and federal resources, programs, procedures, laws, rules, and regulations; thorough skill scoring assessments.
6. General skill using standard tools of the trade.
7. Ability to conduct interviews, assessments and diagnoses effectively and analyze needs and problems objectively.
8. Ability to establish and maintain standards of behavior.
9. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
10. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
11. General skill operating standard office equipment and applicable hardware and software.
 
PHYSICAL REQUIREMENTS:
 
1. Ability occasionally exert up to 25 pounds of force.
2. Work regularly requires speaking, hearing, and using hands to finger.
3. Work has standard vision requirements; work requires preparing and analyzing written or computer data.
4. Frequently requires standing, walking, sitting, stooping, kneeling, crouching or crawling, and reaching with hands and arms.
5. Occasionally requires climbing or balancing, pushing or pulling, tasting or smelling, lifting and repetitive motions.
6. Ability to tolerate sudden jarring movement; exposure to aggressive or impulsive acts.
7. Work occasionally requires exposure to bloodborne pathogens and may require wearing of personal protective equipment.
8. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 



Attachment(s):
• 2025-2027 Teacher Contract



Email To A Friend
Print Version

Openings as of 4/14/2026

On Call Float Health Associate – Special Education (Registered Nurse or Licensed Practical Nurse)

JobID: 1864

Position Type:
  Support Staff/Health Associate


Date Posted:
  1/28/2026


Location:
  Various Dakota County locations


Date Available:
  ASAP


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: January 28, 2026

Position Title: Float Health Associate – Special Education (Registered Nurse or Licensed Practical Nurse)

Assignment Location: Serves multiple locations throughout District 917 schools and programs in Dakota County

Hours per Day: 7.5

Schedule: 7:30  a.m. to 3:00 p.m., On Call (when needed) 

Anticipated Start Date: ASAP
 
Salary:  $31.16 / hour per the Related Service Nurses' Contract


RESPONSIBILITIES:
 
1. Provide one-to-one health care and implement emergency health care plans for a student receiving special education services, under supervision of a licensed school nurse.
2. Provide instructional support and personal care services for students receiving special education services.
3. Dispense, record, and administer medications according to school policy, under supervision of a licensed school nurse.
4. Receive and carry out verbal or written orders from medical doctors.
5. Report student health related problems to a licensed school nurse.
6. Maintain student health records, including immunizations and third party billing.
7. Provide orientation, supervision and direction for the implementation of medical assistance reimbursement for personal care services as directed by the school nurse.
8. Obtain and maintain current certification in CPR and Basic First Aid.
9. Ability to lift up to 50 pounds of weight and up to adult-size body weight with two-to-three-person lift.  Ability to tolerate frequent bending and leaning.


QUALIFICATIONS:  Licensed Practical Nurse (LPN), Registered Nurse (RN) preferred
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 





Email To A Friend
Print Version

Openings as of 4/14/2026

Summer School: Health Associate, Registered Nurse (RN) or Licensed Practical Nurse (LPN), Special Education

JobID: 1897

Position Type:
  Support Staff/Health Associate


Date Posted:
  3/13/2026


Location:
  Two Rivers High School, Mendota Heights MN


Date Available:
  07/06/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 13, 2026

Position Title: Health Associate / Registered Nurse (RN) or Licensed Practical Nurse (LPN), Special Education 

Assignment Location: Two Rivers High School in the Developmental Disabilities, Academics, Socialization, and Health Services (DASH) program

Hours per Day: 4

Schedule: 7:45 to 11:45., Monday through Thursday

Anticipated Start Date: July 6 - July 31, 2026
 
Salary:  $31.16 / hour per the Related Service Nurses' Contract


RESPONSIBILITIES:
 
1. Provide one-to-one health care and implement emergency health care plans for a student receiving special education services, under supervision of a licensed school nurse.
2. Provide instructional support and personal care services for students receiving special education services.
3. Dispense, record, and administer medications according to school policy, under supervision of a licensed school nurse.
4. Receive and carry out verbal or written orders from medical doctors.
5. Report student health related problems to a licensed school nurse.
6. Maintain student health records, including immunizations and third party billing.
7. Provide orientation, supervision and direction for the implementation of medical assistance reimbursement for personal care services as directed by the school nurse.
8. Obtain and maintain current certification in CPR and Basic First Aid.
9. Ability to lift up to 50 pounds of weight and up to adult-size body weight with two-to-three-person lift.  Ability to tolerate frequent bending and leaning.


QUALIFICATIONS:  Licensed Practical Nurse (LPN), Registered Nurse (RN) preferred
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917's Website: http://www.isd917.org/


To apply,please contact: jessica.huss@isd917.org
Intermediate School District 917 is an equal opportunity employer



Attachment(s):
• Health Associates 2024-2026



Email To A Friend
Print Version

Openings as of 4/14/2026

Health Associate, Registered Nurse (RN) or Licensed Practical Nurse (LPN), Special Education

JobID: 1895

Position Type:
  Support Staff/Health Associate


Date Posted:
  3/4/2026


Location:
  Various Dakota County locations


Date Available:
  08/26/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: March 4, 2026

Position Title: Health Associate / Registered Nurse (RN) or Licensed Practical Nurse (LPN), Special Education 

Assignment Location: Cedar School in Eagan, MN  to support the Students with Unique Needs (SUN) Program  and Also supporting programing at Alliance Education Center in Rosemount, MN.

Hours per Day: 7.5

Schedule: 8:00  a.m. to 3:30 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date: August 26, 2026
 
Salary:  $31.16 / hour per the Related Service Nurses' Contract


RESPONSIBILITIES:
 
1. Provide one-to-one health care and implement emergency health care plans for a student receiving special education services, under supervision of a licensed school nurse.
2. Provide instructional support and personal care services for students receiving special education services.
3. Dispense, record, and administer medications according to school policy, under supervision of a licensed school nurse.
4. Receive and carry out verbal or written orders from medical doctors.
5. Report student health related problems to a licensed school nurse.
6. Maintain student health records, including immunizations and third party billing.
7. Provide orientation, supervision and direction for the implementation of medical assistance reimbursement for personal care services as directed by the school nurse.
8. Obtain and maintain current certification in CPR and Basic First Aid.
9. Ability to lift up to 50 pounds of weight and up to adult-size body weight with two-to-three-person lift.  Ability to tolerate frequent bending and leaning.


QUALIFICATIONS:  Licensed Practical Nurse (LPN), Registered Nurse (RN) preferred
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917's Website: http://www.isd917.org/


To apply,please contact: jessica.huss@isd917.org
Intermediate School District 917 is an equal opportunity employer



Attachment(s):
• Health Associates 2024-2026



Email To A Friend
Print Version

Openings as of 4/14/2026

Education Support Professional - American Sign Language Proficient ( Deaf and Hard of Hearing Resource Program)

JobID: 1904

Position Type:
  Support Staff/Special Educ Program, Classroom or Intervener Assistants


Date Posted:
  4/1/2026


Location:
  Inver Grove Heights Middle School, MN


Date Available:
  08/24/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: April 1, 2026

Position Title: Education Support Professional, American Sign Language (ASL) Proficient

Assignment Location: Inver Grove Heights in Inver Grove Heights, MN, supporting the Itinerant Deaf and Hard of Hearing (D/HH) program

Hours per Day: 7.5

Schedule: 8:00  - 3:30, 5 days a week

Anticipated Start Date: Around August 24, 2026

Starting At:  Starting pay rate: $22.55 / hour per the Education Support Professionals Contract




POSITION OVERVIEW:

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Paraprofessional interveners work with students individually to support communication, mobility, and sensory needs during all activities throughout the school day in a center-based deaf and hard of hearing program. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A paraprofessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The paraprofessional role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Support learners who are deafblind in communication, language, mobility, personal care, sensory, and other developmental needs through sign language and/or other visual supports throughout all activities in the school day in special education and/or general education settings based on learner needs.
• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student under the direction of the teacher, therapist or other related services staff.
• Help to maintain safety of the student and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of the student and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.


QUALIFICATIONS:
 
1. Proficiency in American Sign Language
2. Willingness to participate in a paid six-week DeafBlind Intervener Training program
3. Experience working with children who are deaf or hard of hearing and visually impaired with additional needs in the educational setting, preferred, with general knowledge of the practices, methods, and techniques used in the teaching of students.
4. Ability to serve in a role to support both the sign language and spoken language development of learners with a hearing loss.
5. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate's (or higher) degree, OR a passing score on the ParaPro assessment.
6. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative, positive relationships and through the ability to follow program direction as provided by teachers and administration.
7. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
8. Ability to obtain PCA certification from the Department of Human Services.
9. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
10. Ability and desire to work with assistive technology.
11. Basic computer and email skills. Proficient in core educational subject areas.


PHYSICAL REQUIREMENTS:
 
1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student's full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices

 
Intermediate School District 917 is an equal opportunity employer





Email To A Friend
Print Version

Openings as of 4/14/2026

Intervener Support Professional - American Sign Language Proficient ( Deaf and Hard of Hearing Resource Program)

JobID: 1908

Position Type:
  Support Staff/Special Educ Program, Classroom or Intervener Assistants


Date Posted:
  4/8/2026


Location:
  Inver Grove Heights Middle School, MN


Date Available:
  04/13/2026


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: April 8, 2026

Position Title: Intervener Support Professional, American Sign Language (ASL) Proficient

Assignment Location: Inver Grove Heights in Inver Grove Heights, MN, supporting the Itinerant Deaf and Hard of Hearing (D/HH) program

Hours per Day: 7.5

Schedule: 8  - 3:30, 5 days a week

Anticipated Start Date: April 13, 2026

Starting At:  Starting pay rate: $22.55 / hour per the Education Support Professionals Contract




POSITION OVERVIEW:

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Paraprofessional interveners work with students individually to support communication, mobility, and sensory needs during all activities throughout the school day in a center-based deaf and hard of hearing program. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A paraprofessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The paraprofessional role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Support learners who are deafblind in communication, language, mobility, personal care, sensory, and other developmental needs through sign language and/or other visual supports throughout all activities in the school day in special education and/or general education settings based on learner needs.
• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student under the direction of the teacher, therapist or other related services staff.
• Help to maintain safety of the student and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of the student and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.


QUALIFICATIONS:
 
1. Proficiency in American Sign Language
2. Willingness to participate in a paid six-week DeafBlind Intervener Training program
3. Experience working with children who are deaf or hard of hearing and visually impaired with additional needs in the educational setting, preferred, with general knowledge of the practices, methods, and techniques used in the teaching of students.
4. Ability to serve in a role to support both the sign language and spoken language development of learners with a hearing loss.
5. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate's (or higher) degree, OR a passing score on the ParaPro assessment.
6. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative, positive relationships and through the ability to follow program direction as provided by teachers and administration.
7. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
8. Ability to obtain PCA certification from the Department of Human Services.
9. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
10. Ability and desire to work with assistive technology.
11. Basic computer and email skills. Proficient in core educational subject areas.


PHYSICAL REQUIREMENTS:
 
1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student's full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
 
Intermediate School District 917 is an equal opportunity employer



Attachment(s):
• 2024-2026 ESP contract



Email To A Friend
Print Version

Openings as of 4/14/2026

Education Support Professional (Special Education: Autism Spectrum Disorder (ASD), Emotional / Behavioral Disorder (EBD), Developmental Cognitive Disabilities (DCD))

JobID: 1816

Position Type:
  Support Staff/Special Educ Program, Classroom or Intervener Assistants


Date Posted:
  1/13/2026


Location:
  Concord Education Center, Inver Grove Heights, MN


Date Available:
  ASAP


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: January 13, 2026

Position Title: Education Support Professional, Special Education

Assignment Location: Concord Education Center, Inver Grove Heights, MN, in the Students with Unique Needs (SUN) Program

Hours per Day: 7.5

Schedule: 7:30 - 3:00 PM, Monday through Friday, following school calendar as assigned

Anticipated Start Date: ASAP

Starting At:  Starting pay rate: $22.55 / hour per the Education Support Profesionals Contract

 

POSITION OVERVIEW:

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Paraprofessionals work with students individually and in small groups on these goal areas, along with additional goals set by speech language pathologists, occupational therapists, mental health practitioners, and other professionals working with students. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A paraprofessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The paraprofessional role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student or small group under the direction of the teacher, therapist or other related services staff.
• Assist students with developing appropriate social skills and behavior, through a variety of methods including modeling, lessons, incentive plans, and charting.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 
1. Willingness and ability to work with students receiving a high-level of special education services.
2. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate’s (or higher) degree, OR a passing score on the ParaPro assessment.
3. Previous experience working with children and/or individuals with special needs, with general knowledge of the practices, methods, and techniques used in the teaching of students. Other work history may be considered.
4. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
5. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
6. Ability to obtain PCA certification from the Department of Human Services.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Ability and desire to work with assistive technology.
9. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
 
1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student's full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
 
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment. 
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone’s unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917’s Website: http://www.isd917.org/
 
  
Jessica.Huss@isd917.org
 
Intermediate School District 917 is an equal opportunity employer





Email To A Friend
Print Version

Openings as of 4/14/2026

Education Support Professional (Special Education: Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), Developmental Cognitive Disabilities (DCD))

JobID: 1817

Position Type:
  Support Staff/Special Educ Program, Classroom or Intervener Assistants


Date Posted:
  1/13/2026


Location:
  Cedar School, Eagan MN


Date Available:
  ASAP


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: Janaury 13, 2026

Position Title: Education Support Professional, Special Education

Assignment Location: Cedar School, Eagan, MN, in the Students with Unique Needs (SUN) Program

Hours per Day: 7.5

Schedule: 7:30 a.m. – 3:00 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date: ASAP

Starting At: Starting pay rate: $22.55 / hour  per the Eduaxtion Support Professionals Contract
 

POSITION OVERVIEW:

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Paraprofessionals work with students individually and in small groups on these goal areas, along with additional goals set by speech language pathologists, occupational therapists, mental health practitioners, and other professionals working with students. Paraprofessionals who are student assistants work one-on-one with a specific student throughout the workday. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A paraprofessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The paraprofessional role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist student in his/her daily routine, including helping the student with personal cares, mobility, and daily living, escorting the student during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student or small group under the direction of the teacher, therapist or other related services staff.
• Assist students with developing appropriate social skills and behavior, through a variety of methods including modeling, lessons, incentive plans, and charting.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 
1. Willingness and ability to work with students receiving a high-level of special education services.
2. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate’s (or higher) degree, OR a passing score on the ParaPro assessment.
3. Previous experience working with children and/or individuals with special needs, with general knowledge of the practices, methods, and techniques used in the teaching of students. Other work history may be considered.
4. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
5. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
6. Ability to obtain PCA certification from the Department of Human Services.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Ability and desire to work with assistive technology.
9. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
 
1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student's full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
 
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment. 
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone’s unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917’s Website: http://www.isd917.org/
jessica.huss@isd917.org
 
Intermediate School District 917 is an equal opportunity employer





Email To A Friend
Print Version

Openings as of 4/14/2026

Education Support Professional (Special Education: Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), Developmental Cognitive Disabilities (DCD))

JobID: 1819

Position Type:
  Support Staff/Special Educ Program, Classroom or Intervener Assistants


Date Posted:
  4/29/2025


Location:
  Alliance Education Center, Rosemount MN


Date Available:
  08/27/2025


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING
 

Date Posted: April 29, 2025 

Position Title: Education Support Professional, Special Education

Assignment Location: Alliance Education Center, Rosemount, MN in the Students with Uniquen Needs (SUN) Program

Hours per Day: 7.5 

Schedule: 7:30a.m. - 3 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date: August 27, 2025

Starting At:  Starting pay rate: $22.55 / hour per the Education Support Professional Contract



POSITION OVERVIEW:

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Eduation Support Prfoessionals work with students individually and in small groups on these goal areas, along with additional goals set by speech language pathologists, occupational therapists, mental health practitioners, and other professionals working with students. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A Education Support Prfoessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The Education Support Professionals role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student or small group under the direction of the teacher, therapist or other related services staff.
• Assist students with developing appropriate social skills and behavior, through a variety of methods including modeling, lessons, incentive plans, and charting.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 
1. Willingness and ability to work with students receiving a high-level of special education services.
2. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate’s (or higher) degree, OR a passing score on the ParaPro assessment.
3. Previous experience working with children and/or individuals with special needs, with general knowledge of the practices, methods, and techniques used in the teaching of students. Other work history may be considered.
4. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
5. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
6. Ability to obtain PCA certification from the Department of Human Services.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Ability and desire to work with assistive technology.
9. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
 
1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student's full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
 
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment. 
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone’s unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917’s Website: http://www.isd917.org/
 
 

Jessica.Huss@isd917.org
 
Intermediate School District 917 is an equal opportunity employer





Email To A Friend
Print Version

Openings as of 4/14/2026

Education Support Professional (Care and Treatment Program)

JobID: 1832

Position Type:
  Support Staff/Special Educ Program, Classroom or Intervener Assistants


Date Posted:
  1/13/2026


Location:
  New Chance-JSC, Hastings MN


Date Available:
  ASAP


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted:  January 13, 2026

Position Title: Education Support Professionals

Assignment Location: Juvenile Services Center - New Chance, Hastings, MN, supporting students in the Care and Treatment Program

Hours per Day: 7.5 Hours

Schedule: 7:30 a.m. - 3:00 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date: ASAP

Starting At:  $22.55 / hour per the Education Support Professionals Contract

 

POSITION OVERVIEW:

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our Education Support Professionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Education Support Professionals work with students individually and in small groups on these goal areas, along with additional goals set by speech language pathologists, occupational therapists, mental health practitioners, and other professionals working with students. Paraprofessionals who are student assistants work one-on-one with a specific student throughout the workday. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A Education Support Professional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The Education Support Professional role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student or small group under the direction of the teacher, therapist or other related services staff.
• Assist students with developing appropriate social skills and behavior, through a variety of methods including modeling, lessons, incentive plans, and charting.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 
1. Willingness and ability to work with students receiving a high-level of special and general education services.
2. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate’s (or higher) degree, OR a passing score on the ParaPro assessment.
3. Previous experience working with children and/or individuals with special needs, with general knowledge of the practices, methods, and techniques used in the teaching of students. Other work history may be considered.
4. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
5. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
6. Ability to obtain PCA certification from the Department of Human Services.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Ability and desire to work with assistive technology.
9. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
 
1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student's full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
 
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment. 
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone’s unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917’s Website: http://www.isd917.org/
 
 

Jessica.Huss@isd917.org 
Intermediate School District 917 is an equal opportunity employer





Email To A Friend
Print Version

Openings as of 4/14/2026

Education Support Professional (Special Education: Therapeutic Education Alternative)

JobID: 1833

Position Type:
  Support Staff/Special Educ Program, Classroom or Intervener Assistants


Date Posted:
  1/13/2026


Location:
  Lebanon Education Center, Apple Valley MN


Date Available:
  ASAP


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: January 13, 2026

Position Title: Education Support Profesional, Special Education

Assignment Location: Lebanon Education Center, Apple Valley, MN, in the Therapeutic Education Alternative (TEA) Program

Hours per Day: 7.5

Schedule: 7:30 a.m. – 3:00 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date:  ASAP

Starting At: Starting pay rate: $22.55/ hour per the Education Support Porfessinoal Contract
 

POSITION OVERVIEW:

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our ESP aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. ESP work with students individually and in small groups on these goal areas, along with additional goals set by speech language pathologists, occupational therapists, mental health practitioners, and other professionals working with students. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A paraprofessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The ESP role is performed following District policy and State/Federal Laws.

RESPONSIBILITIES:
 
• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student or small group under the direction of the teacher, therapist or other related services staff.
• Assist students with developing appropriate social skills and behavior, through a variety of methods including modeling, lessons, incentive plans, and charting.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 
1. Willingness and ability to work with students receiving a high-level of special education services.
2. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate’s (or higher) degree, OR a passing score on the ParaPro assessment.
3. Previous experience working with children and/or individuals with special needs, with general knowledge of the practices, methods, and techniques used in the teaching of students. Other work history may be considered.
4. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
5. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
6. Ability to obtain PCA certification from the Department of Human Services.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Ability and desire to work with assistive technology.
9. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
 
1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student's full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
 
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment. 
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone’s unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917’s Website: http://www.isd917.org/
 

jessica.huss@isd917.org
 
jessica.huss@isd917.org
 
Intermediate School District 917 is an equal opportunity employer





Email To A Friend
Print Version

Openings as of 4/14/2026

Education Support Professional (Special Education: Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), Developmental Cognitive Disabilities (DCD))

JobID: 1862

Position Type:
  Support Staff/Special Educ Program, Classroom or Intervener Assistants


Date Posted:
  1/13/2026


Location:
  Alliance Education Center, Rosemount MN


Date Available:
  ASAP


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING
 

Date Posted: January 13, 2026

Position Title: Education Support Professional, Special Education

Assignment Location: Alliance Education Center, Rosemount, MN in the Students with Uniquen Needs (SUN) Program, Intra-Dakota Educational Alternative (IDEA) Program and Customized Alternative Solutions for Education (CASE) ?Program

Hours per Day: 7.5 

Schedule: 7:30a.m. - 3 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date: ASAP

Starting At:  Starting pay rate: $22.55 / hour per the Education Support Professional Contract



POSITION OVERVIEW:

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Eduation Support Prfoessionals work with students individually and in small groups on these goal areas, along with additional goals set by speech language pathologists, occupational therapists, mental health practitioners, and other professionals working with students. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A Education Support Prfoessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The Education Support Professionals role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student or small group under the direction of the teacher, therapist or other related services staff.
• Assist students with developing appropriate social skills and behavior, through a variety of methods including modeling, lessons, incentive plans, and charting.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 
1. Willingness and ability to work with students receiving a high-level of special education services.
2. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate’s (or higher) degree, OR a passing score on the ParaPro assessment.
3. Previous experience working with children and/or individuals with special needs, with general knowledge of the practices, methods, and techniques used in the teaching of students. Other work history may be considered.
4. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
5. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
6. Ability to obtain PCA certification from the Department of Human Services.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Ability and desire to work with assistive technology.
9. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
 
1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student's full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
 
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment. 
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone’s unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917’s Website: http://www.isd917.org/
 
 

Jessica.Huss@isd917.org
 
Intermediate School District 917 is an equal opportunity employer





Email To A Friend
Print Version

Openings as of 4/14/2026

Education Support Professional (Special Education: Autism Spectrum Disorders (ASD), Developmental Cognitive Disabilities (DCD))

JobID: 1886

Position Type:
  Support Staff/Special Educ Program, Classroom or Intervener Assistants


Date Posted:
  2/17/2026


Location:
  Bloomington Transition Center


Date Available:
  ASAP


  Additional Information:  Show/Hide

INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: February 17, 2026

Position Title: Education Support Professional, Special Education

Assignment Location: Bloomington Transition Center in  Bloomington, MN, supporting students in theTransitional Ed Service Alternative Program (TESA) Program

Hours per Day: 7.5

Schedule: 7:30 a.m. – 3:00 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date: ASAP

Starting At: Starting pay rate: $22.55 / hour per the Education Support Professionals Contract
 


POSITION OVERVIEW:

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our Education Support Professionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Education Support Professionals work with students individually and in small groups on these goal areas, along with additional goals set by speech language pathologists, occupational therapists, mental health practitioners, and other professionals working with students. Paraprofessionals who are student assistants work one-on-one with a specific student throughout the workday. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A Education Support Professional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The Education Support Professional role is performed following District policy and State/Federal Laws.


RESPONSIBILITIES:
 
• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist student in his/her daily routine, including helping the student with personal cares, mobility, and daily living, escorting the student during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student or small group under the direction of the teacher, therapist or other related services staff.
• Assist students with developing appropriate social skills and behavior, through a variety of methods including modeling, lessons, incentive plans, and charting.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 
1. Willingness and ability to work with students receiving a high-level of special education services.
2. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate's (or higher) degree, OR a passing score on the ParaPro assessment.
3. Previous experience working with children and/or individuals with special needs, with general knowledge of the practices, methods, and techniques used in the teaching of students. Other work history may be considered.
4. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
5. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
6. Ability to obtain PCA certification from the Department of Human Services.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Ability and desire to work with assistive technology.
9. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
 
1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student's full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.
 
 
DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)
• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone's unique selves.
 
Strategic Directions (= Focus of Our Improvement Efforts)
• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices
 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917's Website: http://www.isd917.org/
 

jessica.huss@isd917.orga.Huss@isd917.orgIntermediate School District 917 is an equal opportunity employer



Attachment(s):
• 2024-2026 ESP, ISP/BSP Contract



Email To A Friend
Print Version