SUMMARY:

Provides specially designed instruction, makes appropriate accommodations and modifications and ensures that special education services are reasonably calculated to provide educational benefits to entitled students and are implemented with integrity.

QUALIFICATION REQUIREMENTS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
Bachelor of Arts or Science degree from an accredited four-year college.

JOB REQUIREMENTS:

A valid teaching license with a special education specific endorsement(s) (e.g., Instructional Strategist I: Mild/Moderate, Instructional Strategist II: Behavior Disorder/Learning Disabilities, Instructional Strategist II: Physical Disabilities) through the Iowa Board of Educational Examiners.

SKILLS, KNOWLEDGE AND ABILITIES:

SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Effective verbal and communication skills are needed to articulate thoughts, translate ideas into words, and apply terminology that conveys the nuance of concepts. Formative and summative assessment data must be used to evaluate learning, make curriculum decisions and adjust instruction. Effective classroom management techniques are required to establish high expectations for student achievement and maintain appropriate standards of student conduct. Basic computer skills, including the use of various operating systems, communication and collaboration tools, presentation software, spreadsheets, record keeping, and other applications are a prerequisite. Preparing and maintaining accurate records is an essential skill.
KNOWLEDGE is required to understand how learning occurs (i.e. how students construct knowledge, acquire skills, and develop disciplined thinking processes) and leverage specific instructional strategies that promote student learning. An understanding of how learners grow and mature and how the stages of physical, cognitive, social, emotional, and linguistic development impact learning is essential. Recognition of individual and cultural differences among students also has a profound impact on student achievement. Knowledge of grade level characteristics, mastery of subject matter and expertise in a wide range of instructional techniques and methodologies are critical. Knowledge is required to perform basic math functions, including calculations using fractions, percentages, and/or ratios; read technical information, compose a variety of documents, and/or; and analyze situations to define issues and draw conclusions.
ABILITY is required to be purposeful in designing lessons, implementing instruction, and assessing student learning. Establishing clear learning goals, identifying instructional priorities, and planning instruction are crucial. Differentiating instruction according to the needs of individual students and employing a variety of research-based instructional strategies is also required. The ability to implement learning activities that are linked directly to predetermined outcomes, result in higher-order thinking, real-world and collaborative learning and allowing students to construct meaning for themselves is essential. Ability is also required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.

EXPERIENCE:

Job related experience (i.e., student teaching, practicum) is required

EDUCATION:

Bachelor’s degree in job-related area

CONTINUING EDUCATION/TRAINING:

Maintain required teaching certification

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Essential duties must be performed on site. Other duties may be assigned.

• Reports to work as scheduled on a regular and reliable basis.
• Provides entitled students with specially designed instruction aimed at achieving the goals outlined in their Individualized Education Programs (IEPs).
• Instructs individuals and groups in targeted skill areas daily.
• Plans curriculum, lessons, and special education programs and teaching methods daily as needed.
• Collaborates with general education teachers to adapt the content, methodology and delivery of instruction to the unique needs of disabled students.
• Assists in the development of instructional strategies that complement the efforts of general education teachers for inclusionary settings.
• Ensures that entitled children have access to the general education programs and curriculum and are taught alongside non-disabled peers to the maximum extent appropriate.
• Diagnoses and assesses student strengths and needs.
• Coordinates the development and implementation of Individualized Education Programs (IEPs).
• Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
• Adheres to procedural rules and safeguards to ensure the appropriate identification, evaluation, placement, and provision of special education services.
• Engages in regular and frequent data collection, evaluation of student progress and modification of instruction based on student outcomes.
• Prepares grade reports, educational records, IEP forms, classroom observation records, and other forms as required.
• Communicates with parents regarding their child’s progress on a regular basis.
• Attends meetings with students, staff, parents and other community support members to evaluate student needs and progress.
• Maintains physical environment of the classroom daily.
• Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities daily.
• Collaborates with peers in Professional Learning Communities (PLCs) to identify required knowledge, skills and outcomes, analyze evidence of student learning, develop timely and systematic interventions for struggling learners and provide enrichment and extension activities for proficient students.
• Works as a team member on building level committee and collegial activities within the building and District.
• Maintains accurate, complete, and correct records as required by law, district policy and administrative regulations.
• Meets core expectations for all certified staff reflected in the Iowa Teaching Standards, Iowa Code of Professional Conduct and Ethics, Iowa Administrative Code, Board Policy, and the district performance evaluation system.

SUPERVISORY RESPONSIBILITIES:

Supervises students during all school-related activities and teacher associates and volunteers as appropriate.

RESPONSIBILITIES:

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; tracking budget expenditures. Utilization of resources from other work units is often required to perform the job’s functions. There is some opportunity to significantly impact the organization’s services.