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Position Title:    Special Education Teacher (Instructional Strategist I)                          
Immediate Supervisor:         Building Principal or Designee
 
Summary (Job Goal):           Be dedicated to the development of lifelong learners by equipping students with the knowledge and skills to confidently meet life’s challenges as responsible, productive citizens.
 
Essential Duties and Responsibilities:  (Other duties may be assigned.)
Enhance Academic performance

• Establish clear objectives for all lessons, units, and projects and effectively communicate those objectives to students.
• Identify students’ needs and make appropriate referrals and develop strategies for individual education plans.
• Effectively communicate with parents on a regular basis outside the normal classroom day by means of newsletters, e-mail, notes, phone calls and individual parent conferences.
• Discuss student problems, behavior incidents, positive developments, and progress with parents in an honest, sensitive, and confidential manner.
• Promotes parent participation and involvement in education activities provided for their children.
• Confer and cooperate with other staff members to plan and schedule lessons promoting student learning, following approved curricula.
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve student behavioral and academic problems.
• Identify students showing signs of emotional, developmental, or health-related problems, and discuss them with supervisors, parents or guardians, and child development specialists.
• Engage in collaborative work and contribute to team planning.

 
Competence in Content Knowledge

• Support instruction through an Individual Education Plan for students with special needs, aligning with District adopted curriculum.
• Provide individual and small group instruction designed to meet individual needs of students.
• Develop and use instructional materials suitable for verbal or visual instruction of students with a wide range of mental, physical, and emotional maturities.
• Enrich the educational program through study/field trips to community locations and through community member classroom visits.  Share and interpret these experiences with students and parents.
• Instruct students in citizenship and basic subject matter specified in state law and regulations and procedures of the District.

 
Planning/Preparing

• Develop lesson plans and instructional materials and provide individualized and small group instruction in order to adapt the curriculum to the needs of each student.
• Plan individual and group activities to stimulate academic, social and emotional growth.
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• Translate lesson plans and activities into developmentally appropriate learning experiences to best utilize the available time for instruction.
• Create an effective environment for learning through functional and attractive displays, interest centers, and exhibits of students’ work.
• Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisor.
• Develop individualized educational plans that meet State and Federal Guidelines.

 
Instructional Strategies

• Implement individual and group activities to stimulate academic, social and emotional growth.
• Foster cooperative social behavior through activities and group projects to assist children in forming satisfying relationships with other children and adults.
• Instruct children in practices of personal cleanliness and self care.
• Develop in each student an awareness of his/her worth as an individual and his/her role in his family and community. 
• Utilize technology - computers, audiovisual aids, and other equipment in the delivery of instruction.
• Utilize research based teaching strategies.
• Engage students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.

 
Methods to Monitor Student Learning

• Evaluate students’ academic and social growth by monitoring individualized education plans and progress reports.
• Utilize assessment materials and make appropriate classroom student assessments.
• Maintain accurate and complete student records and prepare reports on students and activities as required by laws, district policies, and administrative regulations.
• Administer standardized ability and achievement tests in accordance with the district testing program, and interpret results to determine students’ developmental levels and needs.

 
Classroom Management

• Establish, implement, and enforce rules and procedures for appropriate classroom behavior, to maintain a positive learning environment.
• Model and maintain standards of responsible student behavior.
• Implement effective individualized behavior management strategies and curriculum accommodations.

 
Professional Growth

• Attend professional in-service activities and teacher training workshops provided by the District as well as self-selected professional growth activities in order to maintain and improve professional competence.

 
 
Professional Responsibilities

• Effectively communicate, collaborate, and cooperate with colleagues, supervisors, and students.
• Plan and coordinate the work of educational assistants and other professional support staff, parents, AEA support staff.
• Select and requisition developmentally appropriate classroom materials, instructional aids and supplies.
• Attend staff meetings and serve on committees as required.
• Supervise students in out of classroom activities during the assigned work day.
• Participate in curriculum development programs as required.
• Participate in faculty committees and sponsorship of student activities.
• Other duties as assigned.

 
Supervisory Responsibilities:
Supervises students and/or educational assistants as assigned and/or required to maintain a safe and orderly environment which is conducive to learning.
 
Minimum Education or Experience (Will vary depending on specific position):
B.A. or B.S. degree, M.A. preferred 
Cross-cultural experience preferred.
Special education teaching experience desired.
Instructional Strategist I: Mild and moderate.
Instructional Strategist II/III: Physical disabilities, mental disabilities, behavior disorders.
Early Childhood Special Education.
 
Licensure or Certification:
Holds and maintains a valid Iowa Teaching License with appropriate special education endorsement required.
 
Knowledge, Skills and Abilities:   (To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed here 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.)
Competency in the areas of content knowledge, content pedagogy, general teaching knowledge, and knowledge of students; willingness to learn new skills and knowledge to enhance their instructional skills; ability to help students use mathematical, cultural, artistic, historical, and scientific concepts to explain, assess, and anticipate change.
 
Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
 
Ability to access information and resources, create and critically investigate multiple instructional and curricular strategies, and make decisions that effectively address a variety of student learning styles.
 
Ability to assess the strengths, needs, interests, and aspirations of their students; willingness to hold high expectations for student academic performance and behavior; ability to set achievable instructional goals, monitor and evaluate student progress; ability to be resourceful in responding to the changing needs of their students and their community.
 
Ability to recognize the relationships between themselves and others; they accept responsibility for their contributions to their students, the district, and the community; willingness to actively participate in improving themselves and their professional skills.
 
Ability to listen, speak, write, read, and respond clearly to students, parents, community members, and to each other; ability to use a variety of media and technology to enhance their communications.
 
Ability to use interpersonal skills to develop constructive relationships with students, parents, colleagues, and community groups; willingness to provide a high level of service and response to the diverse needs of the district’s customers.
 
Ability to function effectively as part of a teaching team, support peer teachers, plan collaboratively, and work constructively with the teaching team to solve problems that arise.
 
Ability to guide the learning process toward the achievement of district approved educational goals; ability to establish clear objectives for all lessons, units, projects, and the like in harmony with the educational/curricular goals.
 
Ability to encourage and implement policies, practices, and procedures which create a positive atmosphere conducive to learning; willingness to assist the administration in governing student life and conduct in maintaining a safe environment; ability to develop reasonable rules of classroom behavior and maintain order in a fair and just manner.
 
Physical Demands:   (The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
While performing the duties of this job, the employee is regularly required to sit, stand, speak, hear, see, and walk to carry out routine duties.  Must be able to bend arms, torso, and neck.  Must be able to occasionally lift, move, or push items of 50 lbs. such as assisting children or moving/
rearranging furniture. Specific vision requirements include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.  Must be able to supervise students in all types of weather, meet multiple demands from several people, and interact with the public and other staff.
 
Work Environment:   (The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
Noise level is quiet to loud.  Work may be indoors and/or outdoors.  Work may be in non-air conditioned rooms.  Tobacco and alcohol-free environment.  Fast-paced atmosphere with constant contact with students, staff, or the public.  May include evenings.  Direct responsibility for the safety, well-being, and work output of student.

The Linn-Mar Community School District shall provide equal opportunity to employees and applicants for employment in accordance with applicable equal employment opportunity and affirmative action laws, directives, and regulations of federal, state, and local governing bodies.  In employing individuals, the District will consider the qualifications, credentials, and records of the applicants without regard to age, color creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, genetic information, physical or mental ability or disability, ancestry, political party preference, political belief, military status, socioeconomic status, pregnancy, or familial status.