Special Education Teacher Shelter Program

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.