Openings as of 12/18/2018
Special Education Teacher for Compensatory Education
TEMP AT WILL
To Work In: Davenport Community School District
Review of the applications will begin on November 12, 2018 and continue until the positions are filled.
Length of Contract: November 2018 - June 2019
Salary: $45.00 per hour
Multiple positions are available for this temp at will position from November 2018 - June 2019 at elementary, intermediate, and high school buildings within the Davenport Community School District to provide Compensatory Education for special education students. Compensatory Education will be provided by teachers who must be flexible with regard to student availability for instruction before and after the school day. Applicants must be licensed in the state of Iowa with Special Education certification and prior special education teaching experience.
The essential functions of this job are:
Working with students requiring compensatory education determined by the IEP team in conjunction with the DE Accreditation visit.
Ability to take initiative and follow through with directions given by Compensatory Education Coordinator and the Special Education Administrator.
Development and implementation of lessons based on IEP goals and student data for academic, social skills, behavior, and/or daily living skills.
Contacting parents in order to schedule the amount and duration of specially designed instruction in the goal areas determined by the IEP team.
Possession of strong interpersonal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential.
Recognition of the need of confidentiality with respect to students and parents.
Flexibility with regard to student availability for instruction before and after the school day.
The requirements are:
Iowa Teaching Certification
Special Education Certification
Iowa Strategist I Mild/Moderate license and/or Strategist II LD/BD license
Position Description: MBAEA Induction Consortium Coach
Reports to: MBAEA Teaching and Learning Coordinator
Number of Days: District Teacher Contract
Compensation: District Teacher Salary Schedule
Overtime Status: Exempt
Position Summary: The fully released Consortium Induction Coach will be responsible for supporting the acceleration of the growth and development of beginning teachers in areas such as implementing effective instructional strategies, classroom management, analyzing student work, differentiated instruction, class culture and climate, supporting ELL and students with special needs, etc. An Induction Coach utilizes a variety of data collection tools and protocols that guide mentors and teachers in reflecting on practice and monitoring progress towards professional goals for instructional improvement. Each MBAEA Consortium Induction Coach will support a caseload of around 15 Preschool-12th grade first or second year teachers within the Mississippi Bend Area Education Agency consortium school districts.
Individuals selected for the position of a Consortium Induction Coach will attend training and professional development throughout the school year through New Teacher Center (NTC) Mentor Academies, Consortium Induction Coach Forums, professional learning teams and peer coaching.
The New Teacher Center (NTC), a national non-profit organization, is our partner organization to help support the MBAEA consortium. Our induction model is grounded in the NTC’s formative assessment system. To learn more about NTC, visit www.newteachercenter.org.
Bachelor’s degree in the field of education or related area; Master’s degree preferred
Minimum of three years of recent classroom teaching experience in PK-12 education
Iowa standard license
Designing, presenting and facilitating adult learning experience preferred
Successful teacher leadership experience preferred
Active teaching contract with a MBAEA Induction Consortium district (Andrew, Camanche, Central DeWitt, Columbus, Delwood, Easton Valley or Maquoketa)
Demonstrated expertise in designing and implementing standards-based instruction, assessment and methods that improve student achievement in the classroom
Ability to utilize innovative teaching methodologies
Ability to collaborate and maintain confidential relationships with administrators and teachers
Experience related to adult learning (coaching, professional development, mentoring, teaching)
Demonstrated commitment to personal and professional growth and learning within a consortium community of practice
Willingness to engage in formative assessment processes, including non-evaluative, reflective conversations with teachers using evidence of classroom practice and student learning
Evidence of excellent oral, written and technology skills
Strong interpersonal and communication skills
Proficiency in maintaining and managing regular communication and documentation
Optimism for potential of teachers and schools to effect change in the academic lives of students
Demonstrated expertise of using technology integration in the classroom
Duties and Responsibilities include, but are not limited to:
Interactions with Teachers:
Establish and maintain a trusting, confidential and non-evaluative relationship with teachers to help develop their autonomy as professionals
Demonstrate skillful use of mentor language
Assist teachers in reflecting on and analyzing their practice, reviewing student work and using relevant data to inform instruction and enhance student achievement
Use knowledge of equity principles to deepen a teachers’ application of Iowa Teaching Standards
Model, as appropriate, innovative teaching methodologies through techniques such as co-teaching and demonstration lessons
Provide opportunities for teachers to observe exemplary practice by arranging inter-site visits
Provide consortium professional development
Encourage teachers to identify instructional resources and support throughout the entire school community
Incorporate technology and analysis of data to advance both teacher learning and classroom practice
Promote collegiality and build community among participating new teachers (e.g. new teacher seminars, summer orientation) by providing professional development
Interactions with Principals, District Staff, and MBAEA Leadership:
Invite ongoing collaboration with principals and MBAEA Induction staff to ensure coherence between coaching activities and school or MBAEA Induction Program expectations
Individual professional growth:
Fully participate in coaching professional development, including Mentor Academies, Consortium Induction Coaches Forums, peer coaching partnerships, professional learning teams and other area, team, and committee meetings
Commit to growth along a continuum (NTC Mentor Standards) and engage in goal setting and reflection
Professionalism in the workplace:
Commit to meeting or exceeding all performance targets established by program leadership
Maintain and submit required documentation (including but not limited to):
NTC’s Online mentoring interaction logs
NTC’s Online mentoring protocols and data collection tools to drive decision making for teacher development and student achievement
NTC’s Online weekly reflections of mentoring practice
Current and accurate coaching calendar reflecting scheduled meetings
Accurate time and attendance records
Demonstrate the highest standards of honesty, integrity, flexibility, and responsiveness
Establish a flexible work schedule that may extend beyond traditional school hours/days
Embrace NTC Program Theory of Action: Advancing New Teacher Practice and spirit of collaboration and contribute to the ongoing improvement of the MBAEA Induction Consortium
Handle information in a confidential manner in accordance with established policies and legal requirements (FERPA, HIPAA, etc)
Ability to travel between schools/sites served and between Mississippi Bend AEA and Grant Wood AEA
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