Openings as of 12/11/2017
Essential Job Functions:
Iowa Coaching Authorization required; High School varsity level coaching experience in track and field preferred; attend all practices and games; maintain positive communication with parents and athletes; care and maintain equipment; supervise athletes at all times; ability to motivate athletes; ability to work with a diverse population; teaching and modeling of good sportsmanship and character; possess good organizational skills; knowledge of track and the ability to teach skills.
To apply please visit https://portal.waterloo.k12.ia.us/AP/applicant/login.php
In collaboration with the ELL teacher, works with ELL students individually or in A group as needed; assists teachers, nurses, clerical staff, counselors and administrators in contracting parents as needed; assists with enrollment/conferences and translates information from staff that is being sent home and make phone calls as needed; maintain records as required by law, district policy and administrative requirements.
High School Diploma or the equivalency; Two years experience providing translation services (in an educational setting preferred); ability to read and write and speak fluent French; ability to read, write and speak fluent English; ability to perform accurate oral and written translations; ability to establish and maintain a positive working atmosphere; basic word processing/spreadsheets/email skills.
Administer one to one intensive behavior interventions and supports; Identify triggers & patterns in student behavior in order to develop effective interventions; supervise or ensure students are properly supervised in the intervention area; assist in appropriate, non-harmful physical escorts and/or interventions; document incidences of restraint and confinement using district protocols; support teachers and administrators in various classroom and school activities.
Perform duties to ensure students are properly supervised in recovery areas and assist administrator and teachers with classroom and school activities; provide guidance, consultation, and training to staff on proper behavior management techniques; BA in Human Services, Education, BCBA or related field, required; Master’s Degree preferred; 3+ years of experience in special education and/or behavior management preferred; experience working with children in a behavioral health or special education environment preferred; Mandt or Crisis Intervention (CPI) certification preferred or must be completed within 3 months of hire date; collect daily documentation and maintain files related to students’ behavior and assists with maintaining behavior intervention plans; review behavior reports and documentation for accuracy, and identify key trends to recommend changes in practice, support, or interventions; train staff on current trends and evidence-based practices as they relate to positive and effective behavior support and interventions.; participate in weekly classroom/program meetings to discuss students’ progress and recommend adjustments in routines or procedures; under appropriate supervision, lead the implementation of students’ behavior intervention plans through using a variety of data collection tools and protocols; review routinely to ensure relevancy, focus and progress; assist IEP teams in developing & implementing individual Behavior Intervention Plans; assist students in developing self-help and self advocacy skills; assist the leadership team in the development and provision of consulting and/or professional development.
Assist students in general and special education classes; assist teachers in implementation of Individualized Education Plans; complete documentation as requested by classroom teacher; follow teacher and staff directions; Supervision of students.
High School Diploma, GED, or Proficiency Certificate for Teacher Associates; CPI preferred; Leader In Me Trained preferred; experience with children with special needs and behaviors; excellent attendance record; arriving on time to work; problem solving ability; ability to communicate effectively; prediction of student needs; basic academic skills.
Willing to do your part—and more—for the work that needs to be done with the small team/large team follow through with tasks as decided by team; carries out team’s objectives; focus on solutions to problems—not just the problems; collaborate with colleagues in data teams and data analysis; exhibit good communication skills — talk with team members when there is a concern; implement PBIS and Leader in Me with fidelity; successfully implement inclusive practices into the classroom; effectively manage classroom and provide behavioral support; met or exceed district requirements for employment for this position; successful experience differentiating instruction for high and low achieving students; teach appropriate behavior as needed; understand middle school students; cares about all kids and is willing to go the extra mile to help kids; contribute to a positive school climate; integrate technology into curriculum; excellent classroom management skills; exhibit patience, tolerance, persistence, flexibility, organization, sense of humor, and enthusiasm for everyday challenges; willing to go above and beyond to help students and their families, other teachers, other adults in the building, etc.; excellent attendance and customer service approach to parents/students. Hoover Middle School is looking for a passionate individual who is student centered and works tirelessly to champion their success. We are looking for a person who wants to join our family and meet our mission of influencing the world, serving others, and saving lives.
Meet or exceed the district requirements for the position of special education paraeducator; competent in technology; competent with Google Docs; ability to multitask; positive and productive interactions with students and staff; self-directed, self-motivated and ability to complete tasks independently; organized thinker and problem solver in order to know what needs to be done next without direct supervision or verbal direction; reliable and task finisher; attention to detail clerical work; trustworthy to students, staff, supervisor and district expectations; take ownership and pride in all work; excellent attendance and demonstrate ability to take direction of immediate supervisor; experience working with diverse groups of students; work in the appropriate content area as assigned; contribute to increased student achievement through effective collaboration; help to develop and maintain an effective learning atmosphere at school; help the students to develop and maintain positive self-concepts and self-discipline; helping to supervise all students in hallways, classrooms, and other locations as assigned; evaluating student progress and programming so that each child’s needs are met; all other duties and responsibilities as assigned by the principal and superintendent or designee.