Special Education Teacher Shelter Program

Prairie Lakes Area Education Agency • Fort Dodge, IA

1d

About The Position

QUALIFICATION EDUCATION: Minimum of a Bachelor’s degree in education, Master’s degree preferred LICENSURE : Board of Educational Examiners Standard License Special Education Endorsement: Instructional Strategist I or II EXPERIENCE: Previous experience with children, families, and school districts is desired Proven skill in behavior strategies and classroom management ESSENTIAL JOB FUNCTIONS: Takes initiative to develop positive relationships with staff, students, parents, local school districts, and community Reports student progress to home school district and parents quarterly Updates the IEP as needed and reviews at least annually Identifies and uses appropriate instructional methods and materials to meet the needs of each student. Utilizes appropriate behavior management techniques to manage students’ behavior. Demonstrates skills in dealing with behavior/emotional problems Provides positive reinforcement for appropriate behaviors demonstrated in the classroom Prepares schedule and structures the environment to meet the needs of the students. Cooperates with local school districts in planning instructional goals, objectives, and methods. Uses discipline techniques consistently and in a positive manner to encourage student self-control. Provides individual and group instruction designed to meet individual needs. Uses appropriate supportive personnel, agencies, and outside resources. Communicates clearly and shares program objectives with personnel, students, local school districts, parents, and AEA staff. Reports student’s progress to student’s district of residence in a timely manner. Completes necessary AEA and Department of Education reports. Conducts ongoing formative assessment to monitor student progress. Maintains complete and current records and files them in appropriate location. Provides a copy of student’s report to appropriate agencies Attends agency training and workshops as needed KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of Iowa Special Education rules and procedures Knowledge and understanding of legal, scope of practice and ethical practices including standards for professional conduct, patient rights, confidentiality, credentialing, and legislative and regulatory mandates. Diagnose for instructional design in the areas of reading, written language, and mathematics using multiple sources of data and accurately analyze the data. Design for instructional delivery in the areas of reading, written language, and mathematics appropriate instructional strategies and supports for student access, engagement, and for increasing specific skills. Deliver for learner engagement in the areas of reading, written language, and mathematics through collaboration, consultation, coaching, and modeling with teachers and with fidelity, appropriate instructional strategies to ensure accelerated student growth. COMMON TO ALL LICENSED EMPLOYEES: Maintains confidentiality Uses effective oral, written, and collaborative skills Is self-motivated, reliable, organized, detail and quality-oriented Demonstrates effective interpersonal skills Uses Microsoft products and web-based tools proficiently and learns to use new applications and resources Engages in continuous improvement of professional practice through collaborative teams and individual study Builds skills needed to perform job duties and meet agency goals Understands Iowa Teaching Standards and alternative AEA criteria Supports and uses data-based decision making at all levels in a system Supports the belief that all students can achieve age- or grade-level standards Supports the belief that implementation of MTSS will support students to achieve age- or grade-level standards Prevents and resolves conflicts using effective problem-solving skills Supports use of data to inform and advance teaching and learning PHYSICAL REQUIREMENTS: Ability to travel between schools and sites served. Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be anticipated.

Requirements

• Minimum of a Bachelor’s degree in education, Master’s degree preferred
• Board of Educational Examiners Standard License
• Special Education Endorsement: Instructional Strategist I or II
• Previous experience with children, families, and school districts is desired
• Proven skill in behavior strategies and classroom management
• Knowledge of Iowa Special Education rules and procedures
• Knowledge and understanding of legal, scope of practice and ethical practices including standards for professional conduct, patient rights, confidentiality, credentialing, and legislative and regulatory mandates.
• Diagnose for instructional design in the areas of reading, written language, and mathematics using multiple sources of data and accurately analyze the data.
• Design for instructional delivery in the areas of reading, written language, and mathematics appropriate instructional strategies and supports for student access, engagement, and for increasing specific skills.
• Deliver for learner engagement in the areas of reading, written language, and mathematics through collaboration, consultation, coaching, and modeling with teachers and with fidelity, appropriate instructional strategies to ensure accelerated student growth.
• Maintains confidentiality
• Uses effective oral, written, and collaborative skills
• Is self-motivated, reliable, organized, detail and quality-oriented
• Demonstrates effective interpersonal skills
• Uses Microsoft products and web-based tools proficiently and learns to use new applications and resources
• Engages in continuous improvement of professional practice through collaborative teams and individual study
• Builds skills needed to perform job duties and meet agency goals
• Understands Iowa Teaching Standards and alternative AEA criteria
• Supports and uses data-based decision making at all levels in a system
• Supports the belief that all students can achieve age- or grade-level standards
• Supports the belief that implementation of MTSS will support students to achieve age- or grade-level standards
• Prevents and resolves conflicts using effective problem-solving skills
• Supports use of data to inform and advance teaching and learning
• Ability to travel between schools and sites served.
• Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be anticipated.

Responsibilities

• Takes initiative to develop positive relationships with staff, students, parents, local school districts, and community
• Reports student progress to home school district and parents quarterly
• Updates the IEP as needed and reviews at least annually
• Identifies and uses appropriate instructional methods and materials to meet the needs of each student.
• Utilizes appropriate behavior management techniques to manage students’ behavior.
• Demonstrates skills in dealing with behavior/emotional problems
• Provides positive reinforcement for appropriate behaviors demonstrated in the classroom
• Prepares schedule and structures the environment to meet the needs of the students.
• Cooperates with local school districts in planning instructional goals, objectives, and methods.
• Uses discipline techniques consistently and in a positive manner to encourage student self-control.
• Provides individual and group instruction designed to meet individual needs.
• Uses appropriate supportive personnel, agencies, and outside resources.
• Communicates clearly and shares program objectives with personnel, students, local school districts, parents, and AEA staff.
• Reports student’s progress to student’s district of residence in a timely manner.
• Completes necessary AEA and Department of Education reports.
• Conducts ongoing formative assessment to monitor student progress.
• Maintains complete and current records and files them in appropriate location.
• Provides a copy of student’s report to appropriate agencies
• Attends agency training and workshops as needed

What This Job Offers

• Job Type: Full-time