The Van Buren Community Schools has the following open position: Elementary teacher (Reading Endorsement) for our elementary educational program. This position will co-teach with 2nd-grade teachers during Reading and Language Arts block due to high numbers in this grade level. This may be combined with Title Math or Middle School ELA. Applicant must have an elementary teaching license and an elementary Reading Endorsement or equivalent.
Preference given to those with an Elementary Reading Endorsements. This position may include elementary title math and/or middle school english/language arts duties.*
148 & 149 --- Reading K-8 & 5-12.
Completion of 24 semester hours in reading to include all of the following requirements:
a. Foundations of reading. This requirement includes the following competencies:
(1) The practitioner demonstrates knowledge of the psychological, sociocultural, motivational, and linguistic foundations of reading and writing processes and instruction.
(2) The practitioner demonstrates knowledge of a range of research pertaining to reading, writing, and learning, including the analysis of scientifically based reading research, and knowledge of histories of reading. The range of research encompasses research traditions from the fields of the social sciences and other paradigms appropriate for informing practice, and also definitions of reading difficulties including but not limited to dyslexia.
(3) The practitioner demonstrates knowledge of the major components of reading, such as comprehension, vocabulary, word identification, fluency, phonics, and phonemic awareness, and effectively integrates curricular standards with student interests, motivation, and background knowledge.
b. Reading curriculum and instruction. This requirement includes the following competencies:
(1) The practitioner demonstrates knowledge of designing and implementing an integrated, comprehensive, and balanced curriculum that addresses the major components of reading and contains a wide range of texts, including but not limited to narrative, expository, and poetry, and including traditional print, digital, and online resources.
(2) The practitioner uses knowledge of a range of research-based strategies and instructional technology for designing and delivering effective instruction, including appropriate interventions, remediation, assistive technology, and classroom accommodations for students with dyslexia and other difficulties.
(3) The practitioner demonstrates knowledge of grouping students, selecting materials appropriate for learners with diverse abilities at various stages of reading and writing development, differentiating instruction to meet the unique needs of all learners, including students with dyslexia, offering sufficient opportunities for students to practice reading skills, and providing frequent and specific instructional feedback to guide students’ learning.
(4) The practitioner demonstrates knowledge of designing instruction to meet the needs of diverse populations, including populations in urban, suburban, and rural settings, as well as for students from various cultural and linguistic backgrounds.
(5) The practitioner demonstrates knowledge of creating a literate physical environment which is low-risk, supports students as agents of their own learning, and supports a positive socio-emotional impact for students to identify as readers.
c. Reading assessment, diagnosis and evaluation. This requirement includes the following competencies:
(1) The practitioner understands types of reading and writing assessments and their purposes, strengths, and limitations.
(2) The practitioner demonstrates knowledge of selecting and developing appropriate assessment instruments, procedures, and practices that range from individual to group and from formal to informal to alternative for the identification, screening, and diagnosis of all students’ reading proficiencies and needs including knowledge of the signs and symptoms of dyslexia and other reading difficulties.
(3) The practitioner demonstrates knowledge of assessment data analysis to inform, plan, measure, progress monitor, and revise instruction for all students and to communicate the outcomes of ongoing assessments to all stakeholders.
(4) The practitioner demonstrates awareness of policies and procedures related to special programs, including Title I.
d. Reading in the content areas. This requirement includes the following competencies:
(1) The practitioner demonstrates knowledge of morphology and the etymology of words, along with text structure and the dimensions of content area vocabulary and comprehension, including literal, interpretive, critical, and evaluative.
(2) The practitioner demonstrates an understanding of reading theory, knowledge, and a variety of research-based strategies and approaches to provide effective literacy instruction into content areas.
(3) The practitioner demonstrates knowledge of integrating literacy instruction into content areas for all students, including but not limited to students with disabilities, students who are at risk of academic failure, students who have been identified as gifted and talented, students who have limited English language proficiency, and students with dyslexia, whether or not such students have been identified as children requiring special education under chapter 256B.
e. Language development. This requirement includes the following competency: The practitioner uses knowledge of oral language development, linguistics including phonology and phonological awareness, sound-symbol association, syllable types, morphology, syntax and semantics and the relationship of these components to typical and atypical reading development and reading instruction,, cognitive academic language development, oral and written language proficiency (including second language development), acquisition of reading skills, and the variations related to cultural and linguistic diversity to provide effective instruction in reading and writing.
f. Oral communication instruction. This requirement includes the following competencies:
(1) The practitioner has knowledge of the unique needs and backgrounds of students with language differences and delays.
(2) The practitioner uses effective strategies for facilitating the learning of language for academic purposes by all learners.
g. Written communication instruction. This requirement includes the following competency: The practitioner uses knowledge of reading-writing-speaking connections; the writing process to include structures of language and grammar; the stages of spelling development; the different types of writing, such as narrative, expressive, persuasive, informational, and descriptive; and the connections between oral and written language development to effectively teach writing as communication.
h. Children’s nonfiction and fiction (K-8 only) or adolescent or young adult nonfiction and fiction (5-12 only). This requirement includes the following competency: The practitioner uses knowledge of children’s literature (K-8) or adolescent or young adult literature (5-12) for:
(1) Modeling the reading and writing of varied genres, including fiction and nonfiction; technology- and media-based information; and nonprint materials;
(2) Motivating through the use of texts at multiple levels, representing broad interests, and reflecting varied cultures, linguistic backgrounds, and perspectives; and
(3) Matching text complexities to the proficiencies and needs of readers.
i. Practicum. This requirement includes the following competencies:
(1) The practitioner works with appropriately licensed professionals who observe, evaluate, and provide feedback on the practitioner’s knowledge, dispositions, and performance of the teaching of reading and writing.
(2) The practitioner effectively uses reading and writing strategies, materials, and assessments based upon appropriate reading and writing research and works with colleagues and families in the support of children’s reading and writing development.
If you have questions about this position, please contact Mary Dawn Schuck, Elementary Principal, or Dr. Pam Ewell, Superintendent.
We are a TAP Teacher Leadership school and candidates are expected to learn, train, and implement (mentoring, modeling, & monitoring) the components of this model with leadership from the Master Teachers and administration.
More information regarding the TAP Teacher Leadership model can be found at:
National Institute for Excellence in Teaching - http://www.niet.org/what-we-do/educator-effectiveness-tools/
*Or all other duties as assigned
Questions regarding this position:
Mary Dawn Schuck, Elementary School Principal
Dr. Pam Ewell, Superintendent
External applicants must apply through Teach Iowa AppliTrack system and include all required documents to be considered. References (3-4) must be current (2-3 years) and include an email address so that a questionnaire can be sent. References must include past and recent direct employers/supervisors/principal or superintendent.
Iowa Board of Educational Examiners licensure requirements website: http://www.boee.iowa.gov/index.html
Van Buren Community School District is an equal opportunity affirmative action employer.
VAN BUREN COMMUNITY SCHOOL DISTRICT
REPORTS TO: Building Principal
JOB GOAL: To help students learn concepts and skills of a particular subject matter. This learning will contribute to the students’ development as mature, able, and responsible young men and women.
FLSA STATUS: x Exempt Non-Exempt
Might be full-time for our school district and/or shared with another school district....OR part-time with the Van Buren Community School disrict depending on number of courses taught, credentials and licensure.
Hourly x Salary
- Certificate, Teaching License and/or other legal credential required.
- Degree(s) required and area of major subject.
- Prior job experience.
- Highly Qualified Teacher credentials.
PERFORMANCE RESPONSIBILITIES/ESSENTIAL FUNCTIONS:
1. Demonstrate the ability to enhance academic performance and support for and implementation of the District’s student achievement goals.
2. Meet and instruct assigned classes in the locations and at the times designated.
3. Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students through the use of differentiated instruction.
4. Use research-based instructional strategies to deliver instruction that meets the multiple learning needs of all students.
5. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
6. Prepare for classes assigned and shows lesson plans, evidence of preparation upon the request of immediate superior.
7. Encourage students to set and maintain standards of classroom behavior.
8. Guide the learning process toward the achievement of Standards and Benchmarks and, harmony with the goals, establishes clear objectives for all lessons, units, and projects to communicate these objectives to students.
9. Strive to implement by instruction and action the District’s philosophy of education and instructional goals and objectives.
10. Assess the accomplishment of students on a regular basis, provides progress reports as required and provides parental communications regarding the student.
11. Use a variety of research-based methods to monitor student learning.
12. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
13. Maintain accurate and correct records as required by law, district policy, and administrative regulation.
14. Assist the administration in implementing all policies and rules governing student procedures and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner.
15. Develop the knowledge and ability to implement Iowa Teaching Standards.
16. Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable and contractual terms.
17. Plan and supervise purposeful assignments for teacher aide(s) and volunteer(s) and, cooperates with department heads and provides input in their job performance.
18. Strive to maintain and improve professional competence by learning and using research- based strategies.
19. Fulfill professional responsibilities established by the District.
20. Perform other job related duties as assigned.
PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
WORKING CONDITIONS: 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. Conditions may involve extreme heat, cool temperatures, outdoor extreme situations and conditions depending on educational events, and no air conditioning in some areas.
TERMS OF EMPLOYMENT: Days of service as specified in contract language. Salary established by the Board.
- A signed copy of this job description should be placed in the employee’s personnel file.
EVALUATION: Performance of this job will be evaluated per contract language.
Approved by: ______________________________________ Date: _____________
Reviewed and agreed to by ____________________________ Date: _____________
(This job description contains only measurable performance responsibilities).
The statements contained herein describe the scope of responsibility and essential functions of this position, but should not be considered to be an all inclusive listing of work requirements. Individuals may perform other duties as assigned. Nothing in this job description restricts management rights to assign or reassign duties and responsibilities to this job unless restricted by a negotiated contract
Notice of Non-Discrimination
Van Buren CSD is an equal employment opportunity affirmative action employer. The district does not discriminate on the basis of actual or perceived age, color, creed, gender, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status, in its educational programs, services or employment practices. Inquiries concerning application of this statement, including grievance procedures, should be addressed to Dr. Pam Ewell, Superintendent, 503 Henry Street, Keosauqua IA 52565 (319) 293-3334.