Open Positions for Teach Iowa

   
   
Openings as of 2/24/2018
Central Rivers Area Education Agency

force display?False
Region Map  » Central Rivers Area Education Agency » Elementary School Teaching (1 opening)
Options

Openings as of 2/24/2018
Elementary School Teaching

  • 1.0 FTE Early Childhood Special Educator - NE Sector JobID: 37929
  •  
  • Position Type:
      Elementary School Teaching/Early Childhood Special Education

  • Date Posted:
      1/18/2018

  • Location:
      Central Rivers AEA - Cedar Falls

  • Date Available:
      08/11/2018

  • Closing Date:
      07/31/2018

    District:
      Central Rivers Area Education Agency - website
  •   If a Central Rivers AEA staff member has an interest in this position, a transfer request form (found in IV portal) must be filled out and sent to the Human Resources office between January 18 and January 26, 2018.
    Qualifications:
    1. Meets all requirements, endorsements, and approval and licensure requirements as established by the Department of Education.
    2. Meets all requirements for service coordination for Early Access.
    3. Master’s preferred.
    4. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
     
    Skills and Abilities 
    Competency 1:  The Early ACCESS/Early Childhood Special Educator
    It is expected that Early ACCESS / Early Childhood Special Educators understand and demonstrate dynamic interactive relationships with families, children, and teachers and implement Coaching using Routines Based Interventions within a primary service provider approach. 
    Competency 2:  Systems and Settings
    It is expected that Early ACCESS / Early Childhood Special Educators understand Part C and Part B regulation, they are aware of other systems that serve young children (center based child care, family child care, Head Start, Early Head Start, home visiting programs, and early intervention)  and developmentally appropriate practices birth through kindergarten. 
    Competency 3: Infant/Toddler/Preschooler Development, Screening, and Assessment
    It is expected that Early ACCESS / Early Childhood Special Educators understand infant/toddler/preschool development and are able to conduct developmental screenings, authentic, observation- based assessment, and norm and criterion referenced evaluation as appropriate.  The results of the screenings, assessments and evaluations are accurately interpreted and communicated to families and professionals. 
    Competency 4: Infant/Toddler/Preschooler Curriculum and Individualization
    It is expected that Early ACCESS / Early Childhood Special Educators understand what developmentally appropriate curricula look like for infants/toddlers and preschoolers with an emphasis on early literacy and numeracy. They understand and can develop routines- based instruction implemented by families and/or caregivers based on individual needs.
     
    Reports To:  AEA 267 Regional Coordinator
     
    Supervises:  NA
     
    Job Goal:  To plan, coordinate and implement educational intervention services for individuals age birth to five while utilizing best practices when responding to federal, state and area education agency mandates.
     
    Performance Responsibilities
    Competency 1A: The Role of the Early ACCESS/Early Childhood Special Educator
    • Practices appropriate professional philosophy and principles.
    • Adheres to an appropriate Early ACCESS Provider/Early Childhood Special Educator role.
    • Follows established professional, ethical, and legal standards and respects and maintains confidentiality of children, families, and child and family at all times.
    • Applies research and evidence based practices to support the increasing competence of families and providers.
    • Establishes positive relationships with other Early ACCESS Providers/Early Childhood Special Educators and professionals working with the child and family.
    • Successfully manages Early ACCESS Provider/Early Childhood Special Educator practice and meets State, system, and discipline-specific standards and credentials
    Competency 1B: Building Relationships with Families and Providers
    • Uses relationship-based principles to establish and foster strength-based relationships with child and family.
    • Demonstrates active listening and adjusts communication style when gathering information and responding to the needs of child and family.
    • Adjusts approaches for the context of the child and family: culture, language, demographics, policies, procedures, and organizational structure.
    • Selects strategies and resources based on the child and family learning style, culture, language, needs, and preferences.
    COMPETENCY 1C: Coaching Using Routines Based Interventions in a Primary Service Provider Approach
    • Uses an appropriate coaching process, including establishing a productive relationship, assessing child and family’s willingness and commitment, and identifying the coaching purpose and focus.
    • Applies and models objective observation, interviewing, assessment, feedback, and demonstration.
    • Develops and adheres to a coaching plan with child and family, including goals, outcomes, strategies and evaluation.
    • Effectively works with child and family to reflect on progress and engage in collaborative problem-solving.
    • With the assistance of the family, develops outcomes which impact functional performance within family or center routines. Works with families to provide ongoing routines-based interventions.
    • Connects child and family to early childhood advocacy and systems-building efforts as needed.
    • Actively participates as a member of a transdisciplinary team; including acting as primary service provider (when determined by the team),attending all scheduled team meetings, preparing in advance to share child/family specific information, and being available for problem solving and joint visits (as the need arises).
    COMPETENCY 1D:   Professional Development
    • Identifies personal dispositions, and professional knowledge and skills, and sets professional development goals.
    • Works continuously to improve work-related skills and performance through professional development opportunities, self-reflection, and participation in professional communities of practice.
    • Integrates current research and trends about infants and toddlers, adult learning, capacity-building, and change into the coaching work.
    • Models and encourages reflective practice.
    • Identifies and uses personal leadership, advocacy, and interpersonal communication skills.
    • Works proactively to develop partnerships and collaborations to support quality infant/toddler programs and services.
    COMPETENCY 2A: System Components
    • Customize coaching to needs of systems, sectors, and settings.
    • Recognizes and addresses unsafe, unhealthy, and illegal practice and reinforces developmentally appropriate and best practice.
    • Supports programs to assess their quality compared to health, safety, and licensing standards; QPPS standards; national accreditation standards; or other standards and benchmarks recognized within the State.
    COMPETENCY 2B: Program Management and Operations
    • Supports center/teaching staff to understand the characteristics of high quality care for infants/toddlers/preschoolers and monitoring and evaluation requirements and opportunities for professional development.
    • Assists infant/toddler/preschooler settings to address health and safety requirements.
    COMPETENCY 2C: Resource and Referral
    • Supports practitioners and families to access appropriate services and resources by providing information and assisting with the referral process if necessary.
    • Connects families and practitioners to professional development opportunities and workforce initiatives.
    COMPETENCY 2D: Collaborating Disciplines and Service Networks
    • Facilitates effective communication and services among practitioners, families, and other Early ACCESS Provider/Early Childhood Special Education Coach such as health, human services, and mental health specialists.
    • Uses collaborative coaching practices and participates in primarily interdisciplinary coaching initiatives (Primary Service Provider approach)
    • Effectively creates and maintains working partnerships with service networks and other Early ACCESS Providers/Early Childhood Special Education Coaches.
    COMPETENCY 3A: Infant/Toddler/Preschooler Development
    • Shares, as determined necessary, an understanding of the continuum of infant/toddler /preschooler development and developmentally appropriate expectations with a variety of individuals. .
    • Understands and utilizes the continuum of infant/toddler /preschooler development and developmentally appropriate expectations to help families and providers develop appropriate outcomes and interventions.
    • Appraises policies and practices for evidence that practitioners understand and use information and resources (such as infant/toddler/preschooler early learning guidelines) to support the integration of developmental domains.
    • Evaluates the level of collaboration between center staff/teachers and families to support the optimum development of infants/toddlers/preschoolers, including children with special needs.
    • Provides information on services and resources to address areas of needed support for infants, toddlers, preschoolers. families, and center staff/teachers.
    COMPETENCY 3B: Infant/Toddler/Preschooler Developmental Screening and Assessment
    • Understands assessment literacy in order to select, administer, interpret and communicate screening, assessment and evaluation results to a variety of audiences.
    • Provide information on appropriate screening and assessment tools to center staff and teachers.
    • Gathers information from families in order to complete observations, screenings, and assessments.
    • Uses community and other resources to support observation, screening, and assessment.
    • Demonstrates how to help families understand the need (reasons) for and benefits of referrals and engage them in the process.
    • Examines policies and practices related to referral to Part C/Part B.
    • Supports coordination of referrals with the family and other care providers, such as medical and dental homes, therapists, and other child care providers.
    COMPETENCY 4A: Curriculum for Infants/Toddlers/Preschoolers
    • Assists center staff/teachers to discuss the meaning of a curriculum for infants/toddlers/preschoolers.
    • Examines the distinctions between an infant and toddler curriculum and a preschool curriculum with center staff/teachers.
    • Supports center staff/teachers to implement a developmentally appropriate infant/toddler/preschooler curriculum.
    COMPETENCY 4B: Development and Implementation of Infant/Toddler/Preschooler Curriculum
    • Examines policies and practices with center staff/teachers to individualize a curriculum.
    • Examines curriculum development procedures with center staff/teachers for inclusion of observation, documentation, planning, implementation, and reflection.
    • Examines infant/toddler/preschooler curriculum with center staff/teachers for effective inclusion of early learning standards.
    • Supports center staff/teachers to develop transition plans for toddlers to preschool to kindergarten curriculum.
    COMPETENCY 4C: Early Literacy and Numeracy
    • Offers ongoing information to providers, families, and community members on ways to promote language, literacy, and numeracy development and how it connects to later skills
    • Serves as a resource for appropriate instructional strategies in Early Literacy/Numeracy
    • Researches supplemental resources/materials for providers/teachers to help students meet basic needs in the areas of Early Literacy/Numeracy
    • Assists in providing parents with information and resources needed to help their child at home
    • Supports providers/teachers in the analysis of student data
    COMPETENCY 4D: Key Partners and Resources Supporting Infant/Toddler/ Preschooler Curriculum
    • Examines, with center staff/teachers, daily or individualized plans for parent involvement in curriculum development and implementation.
    • Examines, with center staff/teachers, policies and procedures related to collaboration with Part C/Part B to design an effective curriculum for infants/toddlers/preschoolers with special needs.
    • Examines, with center staff/teachers, policies and procedures for IFSP /IEP participation and provision of supports and adaptations necessary for the child to successfully participate in the curriculum activities.
    • Supports center staff/teachers, and families to connect with the array of other community programs that may be involved with the care and development of individual children.
    Physical, Mental and Visual Effort
    Continuous speaking, hearing, and visual effort. Frequent walking, sitting, standing, and reaching. Occasional climbing, kneeling, and transporting up to 50 lbs. High degree of concentration requiring continuous and often intense mental and visual attention. Numerous irregularities, complicated, and complex tasks are involved.
     
    Working Conditions
    Work is primarily performed in an office, home or community setting. Occasionally exposed to dust, noise, odors, and other irritants. Stress associated with work pace and pressure. Work involves irregular hours and days. Travel required. Exposed to hazards of the road when driving.
     
    Terms of Employment: Services are to be provided year around for children and families birth to age 3.  Length of work year as established by the Administration with Board approval. Salary as determined by Master Contract provisions.
     
    Evaluation:  Performance of this job will be evaluated in accordance with the Master Contract Provisions.
     
     
     
     








Postings current as of 2/24/2018 11:42:02 PM CST.


FMLA regulations require all employers to post the updated FMLA notice.

Powered by applicant tracking, a product of Frontline Education.            Employer Sign Up