Special Education Teacher - Instructional Strategist I K-8

Sioux City Community School District•Sioux City, IA

2d•Onsite

About The Position

The special education teacher is the educational leader in the classroom and ensures that Sioux City Community School District programs and curricula are implemented to maximize student learning. The teacher supervises and evaluates students within the teaching assignment and delivers educational services to students with mild or moderate disabilities affecting behavior, academics, or communication. This may include students with specific learning disabilities, students who learn like students with autism, and students with mild behavior challenges. Working collaboratively with educational professionals, the teacher plans to improve student achievement and teaches academic, social, executive functioning, and communication skills. The teacher organizes and presents instruction in an environment that supports learning and students’ educational and social development. Instruction may be provided in a variety of settings, including through co-teaching or supplemental support outside the general education classroom. The role includes developing and implementing Individualized Education Programs (IEPs), providing Specially Designed Instruction aligned with identified student needs, monitoring student progress, and implementing basic Behavior Intervention Plans with fidelity. The teacher manages a caseload of approximately 7–18 students, with caseload size depending on student needs, and provides leadership to assigned Instructional Assistants. Other duties may be assigned by the superintendent or designee in support of program or District goals.

Requirements

Valid Iowa teaching certificate and proper state certification and licensure for the position.
Bachelor’s degree from an accredited college or university with a major or endorsement in Special Education.
A candidate with, or able to obtain, a Conditional License for the Instructional Strategist I K-8 endorsement will also be considered.
Strong written and verbal communication skills, effective listening skills, and the ability to communicate with individuals and groups across the organization.
Solid assessment background and ability to interpret complex and varied data and connect assessment analysis to school improvement, curriculum, and professional development.
Competence in researching and gathering information through technology, presenting and communicating through technology, and learning and using platforms for data collection and instruction.
Ability to perform the essential duties satisfactorily; reasonable accommodations may be made for individuals with disabilities.
Ability to demonstrate continued professional growth specific to the program or programs.
May be required to successfully complete District-offered Crisis Prevention Institute training, including de-escalation and physical intervention components.

Responsibilities

Develop and maintain long-range and daily instructional plans.
Prepare course objectives and outlines in accordance with curriculum guidelines.
Teach academic, social-emotional, executive functioning, and communication skills that help students participate successfully in general education settings.
Use varied teaching strategies, including group work, exploration, questioning, discussion, demonstrations, audiovisual aids, and cooperative teaching techniques.
Provide Specially Designed Instruction based on identified student needs and aligned with IEP goals, in a variety of settings that may include co-teaching or supplemental support outside the general education classroom.
Use varied assessment strategies; evaluate students’ academic and social growth and adjust instruction to promote continued progress.
Maintain student attendance, evaluation, report card, discipline, and other required records using prescribed formats.
Comply with special education laws, regulations, and procedures, including developing IEPs and documenting regular progress monitoring in the state-developed system.
Schedule and facilitate required IEP meetings for a caseload of approximately 7–18 students.
Implement IEPs and basic Behavior Intervention Plans with fidelity.
Be available to students and parents for education-related purposes outside the instructional day when required or requested under reasonable terms.
Communicate with parents through varied methods to promote positive support for student progress.
Attend scheduled in-service meetings and training as directed by building and district administrators; complete caseload-specific training as required.
Participate with teams in evaluating textbooks, instructional materials, curriculum, and developmental programs.
Provide leadership to one or more Instructional Assistants assigned to the classroom or individual students.
Demonstrate effective classroom management.
Perform other duties as assigned by the superintendent or designee.