Special Education Strat I: Mild/Moderate

About the Role

This position involves providing specialized instruction to students with mild to moderate disabilities in alignment with the Iowa Core Standards and Individual Education Plans (IEPs). The role requires collaboration with general education teachers, parents, and support staff to ensure student progress and adherence to state and federal guidelines.

Responsibilities

• Attend required trainings by the special education department and/or District, including those occurring in summer, evenings, or during the school year.
• Accept and implement feedback to improve instructional practices.
• Provide instruction based on the Iowa Core Standards and use data to drive educational decisions.
• Complete all paperwork, including progress monitoring updates, in a timely and accurate manner.
• Collaborate with general education teachers to ensure students progress toward grade-level skills and standards.
• Implement services outlined in each student’s IEP with fidelity.
• Establish and communicate clear objectives for lessons, units, and projects.
• Identify student needs, make appropriate referrals, and develop strategies for IEPs.
• Communicate effectively with parents through newsletters, emails, notes, phone calls, and conferences.
• Promote parent involvement in educational activities.
• Cooperate with staff to plan and schedule lessons that align with approved curricula.
• Address student behavioral and academic challenges through collaboration with parents, counselors, and administrators.
• Engage in collaborative work, team planning, and co-teaching with general education teachers.
• Provide individualized and small-group instruction to meet student needs and promote academic, social, and emotional growth.
• Develop and use instructional materials tailored to students with varying levels of mental, physical, and emotional maturity.
• Instruct students in citizenship and core subjects as specified by state law and district procedures.
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time.
• Translate lesson plans into developmentally appropriate learning experiences.
• Prepare for assigned classes and provide evidence of preparation upon request.
• Develop individualized education plans that meet state and federal guidelines.
• Foster cooperative social behavior and assist students in forming positive relationships.
• Utilize technology, including computers and audiovisual aids, in instruction.
• Employ research-based teaching strategies.
• Evaluate students' academic and social growth through IEPs and progress reports.
• Conduct classroom assessments and maintain accurate student records.
• Establish and enforce classroom rules to maintain a positive learning environment.
• Implement individualized behavior management strategies and curriculum accommodations.
• Interpret behavior assessments, Functional Behavior Assessments, and Behavior Intervention Plans to create effective Behavior Plans.
• Attend professional in-service activities, workshops, and self-selected growth opportunities.
• Plan and coordinate the work of educational assistants, parents, and AEA support staff.
• Supervise students and/or educational assistants to maintain a safe and orderly environment.
• Participate in faculty committees and student activities.
• Support and implement Davenport’s multi-tiered system of supports (MTSS) for behavior and academics.
• Perform other duties as assigned.

Requirements

• Endorsement: Instructional Strategist I: Mild/Moderate [260] or [261].
• B.A. or B.S. degree in Education.
• Special education teaching experience desired; cross-cultural experience preferred.
• Ability to pass a Medicaid Fraud background check (required for all special education staff).
• Strong interpersonal skills with a proven record of building rapport with culturally diverse students.
• Ability to assess student strengths, needs, and aspirations, and set achievable instructional goals.
• Proficiency in listening, speaking, writing, reading, and using technology to enhance communication.
• Good attendance and punctuality.

Physical Requirements

• Regularly required to sit, stand, speak, hear, see, and walk.
• Occasionally lift, move, or push items up to 50 lbs., such as assisting children or rearranging furniture.
• Ability to supervise students in all weather conditions.
• Meet multiple demands from several people and interact with the public and staff.
• Implement Crisis Prevention Intervention strategies, including physical restraint and escorting.

Work Environment

• Noise level ranges from quiet to loud.
• Work may be indoors and/or outdoors, including non-air-conditioned rooms.
• Substance-free and fast-paced environment with constant contact with students, staff, or the public.
• Direct responsibility for the safety, well-being, and work output of students.