Special Education Teacher - Dubuque

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Special Education Teacher - Dubuque

Status: Contract
Purpose: To function as an integral member of the Hillcrest Schools by working closely with agency personnel and school personnel.

Qualifications

Bachelors degree from an accredited special education program or related field required. Current state teaching license with Strategist II endorsement. Knowledge of 'I have a plan Iowa', Collaborative Problem Solving, Iowa Core standards and benchmarks.
Reportability: The Teacher reports to and directly accountable to Principal to whom he/she is assigned.
Scope: The Teacher has impact on all students assigned to school as well as associates and support staff assigned to the

respective schools. Additionally, the teacher is

responsible for all volunteers, interns and student teachers

assigned to their classroom.

Skills

The Teacher must have the expertise and knowledge to

and abilities: work with special need students who

demonstrate a wide range of learning differences and

behavioral demands. It is important that this individual

evidences the strength, judgment and maturity to demonstrate

and implement excellent classroom management skills. The

Teacher must possess the written and verbal skills to

effectively communicate with his/her co-workers , parents,

and students in the classroom. The Teacher must have the

ability and personality characteristics to establish and

maintain a supportive relationship with students and

associates. The Teacher must have the motivation and energy

to interact with the students in a variety of settings and

to make classroom learning a meaningful experience.
Relationships: The Teacher is a member of the Hillcrest Schools and in

conjunction with the principal and other teachers, involved

in the development and implementation of the schools

curriculum, special education policies, procedures and

behavioral management program. The Teacher will need to

maintain a close working relationship with all associates

and specifically the associates assigned to their classroom.

A positive relationship between the principal and teacher is

essential in maintaining a safe educational environment

conducive to learning. The Teacher must develop and

maintain open lines of communication with all

administrative, supervisory, and support staff within and

outside the agency to provides acceptable services to the

school and its students.

Principle Responsibilities

Domain One: Planning and Preparation:

  • To demonstrate competency and knowledge of

    instructional area related to teaching assignments.
  • Displays basic content knowledge.
  • Displays basic knowledge of best teaching practices.
  • Extends professional background in instructional

    area through research, reading and education.
  • To be sensitive to learning characteristics of each students.
  • Displays accurate knowledge of developmental

    characteristics of age group.
  • Displays knowledge of all students skills and

    knowledge of each student by adapting teaching strategies.
  • Maintains a classroom where diversity is valued and one reflective of society.
  • Provides students with personal help and positive

    reinforcement.
  • Enables students to comprehend what they are

    learning and why.
  • Uses sound instructional techniques,

    procedures and activities to plan educational goals and

    objectives for daily lessons.
  • Goals represent high expectations and align with

    local benchmarks and standards.
  • Revises goals and objectives and makes appropriate

    changes when necessary.
  • Goals are stated clearly.
  • Goals permit the use of a variety of methods to

    evaluate student progress.
  • Planned learning activities are suitable to students and instructional goals.
  • To demonstrate knowledge and utilization of

    school and district resources available for teaching.
  • Displays knowledge of resources within

    school.
  • Displays knowledge of resources beyond

    school.
  • Utilizes resources within school.
  • Utilizes available community and educational

    resources to facilitate curriculum goals.
  • Utilizes materials from professional

    organizations or through the community.
  • Demonstrates exceptional instructional

    planning to ensure expert teaching and effective use of

    classroom instruction time.
  • Learning activities are suitable to

    students/instructional goal.
  • Materials and resources are varied and support the

    instructional goals and actively engage students.
  • Instructional groups are varied and are

    appropriate to the different instruction.
  • The lesson or unit has a clearly defined

    structure and time allocations are reasonable.
  • Compiles and organizes a curriculum binder

    for each subject taught.
  • Provides necessary information for

    substitutes in such a manner to insure continuance of the

    regular instructional program.
  • Develops and implements comprehensive assessment

    instruments, which relate to the curriculum and

    instructional techniques, materials, and activities

    utilized.
  • Assessment is congruent with instructional goals.
  • Plans include assessment criteria and

    standards are clearly defined.
  • Uses assessment results to plan for

    individual students and groups of students.
  • Assists students in setting goals, developing effective study habits, and evaluating own progress.
  • Assessment criteria is clearly communicated

    to students.
    Domain Two: The Classroom Environment:
  • Creates an environment of respect and rapport in the

    classroom.
  • Teacher interactions demonstrate caring and

    mutual respect.
  • Student interactions demonstrate caring and

    mutual respect.
  • Teacher and para-professional interactions

    demonstrate a caring and mutual respect.
  • Establishes a culture for learning, which implies

    high expectations for all students.
  • Conveys genuine enthusiasm for the subject matter

    being taught.
  • Encourages the development of efficient student

    study habits, skills and self appraisal.
  • Classroom environment conveys high expectations for student achievement.
  • Demonstrates that classroom routines and procedures

    have been established.
  • Manages instructional groups to promote

    student engagement.
  • Manages transitions so there is little loss

    of instructional time.
  • Manages classroom routines and procedures to

    maximize instructional time.
  • Volunteers are productively and

    independently engaged.
  • Manages non instructional duties.
  • To provide direction and supervision to teacher

    associates assigned to classroom
  • Meets with classroom associates to

    communicate student concerns and accomplishments weekly.
  • Provides training and division of classroom

    responsibilities to associates.
  • Monitors documentation and recording of

    students behavioral progress to ensure it is completed accurately and in a timely manner.
  • Documents monthly supervision notes

    regarding progress, growth, training, concerns, etc. and turn in written report to principal.
  • Provides support for associates in dealing

    with student issues.
  • Reports any concerns, recommendations,

    disciplinary action of associate to the associate principal.
  • Evaluates the job performance of assigned

    associates and reviews the evaluation with the associate principal.
  • Provides recognition to teacher associates

    for their accomplishments.
  • Demonstrates effective behavior management

    skills so to provide a safe, acceptable learning environment.
  • Standards of conduct are clear to all students.
  • Utilizes discipline techniques appropriate

    for the situation and student's maturity.
  • Response to behavior is appropriate,

    generally effective, and respectful.
  • Gains maximum participation and involvement

    from students by being aware of and responsive to their behavior.
  • Addresses disruptive behavior before it

    gains momentum and with consistency and objectivity.
  • Uses proper management and good judgment

    when dealing with disruptive behaviors.
  • Commends students for appropriate and

    acceptable behavior.
  • Maintains a professional relationship with

    students.
  • Works to build group morale by a


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