Openings as of 2/24/2018Administration
Professional Administrator License with either PK-8 Principal or PK-12 Principal Endorsement (Class B License Acceptable) – Required
Current HCSD staff member – Required
Minimum of 3 years teaching in the HCSD-Required
Meet certification requirements of the Department of Education, State of Iowa
Such alternatives to the above qualifications as the Board may find acceptable and appropriate
Apply on-line at the Harlan Community School District website: www.harlank12.ia.us
CONTINUOUS NOTICE OF NONDISCRIMINATION
It is the policy of the Harlan Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Bill Mueller, 2108 Durant Street, Harlan, IA 51537, 712-755-3196, email@example.com.
Department: Academic Division (Teaching & Learning)
Reports To: Chief Academic Officer
Compensation: Salary Commensurate with Degree and Experience
SUMMARY: The Director of Special Education is responsible for leadership, administration, and supervision of all services and programs associated with the provision of special education in Council Bluffs Schools and for all instructional services provided in community-based programs for which the school district is responsible.
ESSENTIAL DUTIES AND RESPONSIBILITIES. Other duties may be assigned. Essential duties must be performed on site.
Facilitates development and implementation of a District vision and goals to ensure all students with disabilities receive a free and appropriate education in the least restrictive environment.
Collaborates with district administrators in the Academic Division and Student and Family Services to ensure cohesiveness and continuity in the provision of services to students with disabilities.
Communicates and collaborates with Green Hills Area Education Agency (GHAEA), state, and national organizations to ensure compliance with state and federal mandates, and to advocate and strengthen programming in special education.
Collaborates and communicates with parents and staff members to ensure that plans for students with disabilities are implemented with fidelity.
Provides direction and guidance to appropriate special education staff, administrators, and parents with respect to state and federal regulations governing the education of students with disabilities.
Develops goals and action plans for special education that are aligned with the Academic Division and district’s goals.
Monitors academic achievement for students with disabilities.
Articulates and implements instructional plans to improve student achievement for students with disabilities.
Manages fiscal resources related to special education and to instructional services in various community-based programs serving students with disabilities.
Determines special education staffing in all buildings, including making recommendations for additional staffing or reductions in staffing when necessary based on enrollment and programming.
Coordinates the development of curricula appropriate to the needs of students with disabilities.
Develops and implements interagency agreements that create programs with shared responsibility for students with disabilities.
Produces timely and comprehensive reports and applications as determined by the district, GHAEA, or the state and federal governments.
Insures implementation of the District Developed Service Delivery Plan per requirements from the Iowa Department of Education.
Coordinates all data management related to special education including but not limited to the October Count, Certified Annual Report, staff rosters, IEPs, BEDS, tuition in/out contracts.
Responds to and manages concerns from parents, complaints, and requests for Resolution Facilitation to include due process.
Acts as the district’s contact for contracting with external agencies providing services for students with disabilities.
Supervises and evaluates personnel as assigned.
Reports to work as scheduled on a regular and reliable basis.
Performs other related duties as assigned.
Supervises staff members and administrators as assigned.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
Master’s Degree in Educational Administration from an accredited college or university required. Doctorate Degree preferred.
Teaching and leadership experience in the area of special education is required.
Five years of successful leadership experience in an administrative position, including both experience at the central office level and as a building principal, is preferred.
Educational leadership experience at both the elementary and secondary levels is preferred.
CERTIFICATES, LICENSES, REGISTRATIONS:
Valid Iowa Professional Administrator License with Evaluator Approval and PK-12 Special Education Supervisor Endorsement
Ability to: read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations; write reports, business correspondence, and procedure manuals; effectively present information; and respond to questions from staff, students, and the general public.
Ability to work with mathematical concepts (probability, statistical inference, geometry, trigonometry, fractions, percentages, ratios, etc). Experience with finance developing and implementing budgets.
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
OTHER SKILLS and ABILITIES:
Ability to: apply knowledge of current research and theory to instructional program; establish and maintain effective relationships with staff, students and public; navigate the WEB IEP; and work effectively with others in a group or team environment. Skilled in: oral and written communication including advanced computer application skills; child growth and development strategies and how it affects learning; teaching and learning processes; and licensure for special education teachers and specialists.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee will frequently sit and stand and almost continuously walk. The employee is occasionally required to: stoop, kneel, reach forward and above the head 0 - 12 inches and on occasion up to 18 inches; and lift and/or move up to 50 pounds, 0 - 12 feet and up to 20 feet, such as boxes of books. Specific vision abilities required by this job include close vision and peripheral vision. The employee regularly interacts with staff and public in addition to meeting multiple demands and deadlines from several people. The employee must be able to move from place to place, building to building and travel to attend meetings.
WORK ENVIRONMENT: 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. The noise level in the work environment is usually quiet and work is performed indoors. The employee may be required to travel from building to building in varying weather conditions.
Transportation Director and Mechanic
Work in Coordination with Superintendent to ensure the successful operation of school busses and other vehicles for the purpose of transporting students and staff to and from designated locations while providing professional and safe service.
(Skills, Knowledge, Abilities, Education, Certification/Licensure, Experience, Equipment)
Skills, Knowledge and Abilities
Read and comprehend road maps.
Memorize bus route, street and school locations.
Develop and maintain effective working relationships with students, staff, parents and community.
Exhibit a positive attitude toward students.
Communicate clearly and concisely both verbally and in writing.
Understand and follow oral and written directions.
Work without close supervision.
Organize and prioritize tasks, completing responsibilities as scheduled.
Be physically and mentally competent to perform job duties.
Any combination of education or experience equivalent to graduation from high school.
Completion of Iowa school bus driver in-service training program as required by the Iowa Department of Education.
Five years driving experience.
Prior operation of medium or heavy automotive equipment preferred.
Possess a valid Iowa driver’s license.
Possess a current Iowa Department of Education School Bus Driver authorization certificate.
Possess a driving record with no reckless driving or driving under the influence convictions and/or moving traffic violations. Driving record must be satisfactory to district and insurance carrier.
Obtain a B class CDL, school bus and passenger endorsements (including Air Brakes) issued by the State of Iowa.
First Aid Certification preferred.
Proper use and operation of cellular telephone.
School bus, vehicles and all assigned adaptive equipment.
1. Bus Drivers (Regular, Activity, and Substitute)
Develop and administer a transportation program to meet all the requirements of the daily instructional program and extracurricular activities.
Recruit, train, and supervise all transportation personnel and make recommendation on their employment, transfer, promotion, and release.
Maintain all district-owned equipment and develop plans for preventive maintenance.
Maintain safety standards in conformance with state and insurance regulations.
Cooperate with school principals and others responsible for planning special school trips.
Serve as a resource for drivers and principals for discipline problems on the school buses.
Develop recommendations for future equipment purchases and personnel needs.
Act as liaison with parents for complaints and special requests.
Work with administrator to ensure that all state laws and regulations regarding school
transportation are met.
Advise superintendent on road hazards for decision on school closing during inclement weather.
Supervise and assist in the diagnosing, assigning, and repairing of district automotive
Maintain a current inventory of supplies and equipment.
Promote high standards of safety and good housekeeping methods in all work-connected areas and for all of the school buses.
Participate in Management Team meetings and activities.
Demonstrate organization and professionalism in fulfilling the responsibilities of the job.
Greet all students, faculty, staff, and visitors courteously.
Maintain a positive rapport with students, staff, parents and the community.
Cooperate with and work in a courteous manner with co-workers and other personnel.
Dress appropriately for the position and work required.
Demonstrate a positive attitude toward school, students and job and communicate the same to the community.
21. Accept constructive criticism and suggestions and seek to improve each performance responsibility.
Maintain confidentiality in the school operation.
Adhere to applicable state and federal laws, rules and regulations, board policies and administrative rules.
Must be able to drive a car or to provide suitable transportation to accommodate responsibilities.
Mobility as needed for general supervision of staff, building and grounds.
Initial physical exam successfully completed.
Satisfactory health condition as dictated by the Department of Transportation.
Visual acuity with or without vision aids, ability to distinguish colors.
Ability to hear and understand speech at normal room levels, and speak in audible tones.
Drug, tobacco and alcohol free at all times while working.
Occasional lifting, pushing or pulling of 40-60 pounds, in an emergency bus evacuation, dragging or pulling up to 100 pounds.
Occasional walking, bending, stooping, reaching overhead, crawling and climbing.
Be free of impairment of the use of a foot, leg, hand, finger, or an arm, or other structural defects of limitations likely to interfere with the ability to safely control a school bus.
Depressing fuel and brake pedal with right foot and leg requiring 70 psi.
Steps to enter and exit buses, step down 3.5 feet to exit emergency door.
Work is performed inside and around the exterior of a school bus.
Travel to various sites.
Occasional exposure to body fluids, fumes, noise, and emergency situations.
Occasional extreme and/or inclement weather.
12 month position.
Per Board Policies and administrative guidelines.
Performance evaluated by Superintendent.
North Linn Community School District is an Equal Opportunity/Affirmative Action Employer. The district does not discriminate based on race, creed, color, religion, national origin, sex, age, sexual orientation, physical or mental disability and will provide reasonable accommodations to qualified individuals with disabilities.
The statements in this job description are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required of personnel in this position. These statements are not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his or her supervision.
Trinity Catholic School, Protivin, Iowa, seeks a full-time Principal for a 45 student, K-6 program for 2018-2019. Candidates must be a practicing Catholic and a licensed Iowa administrator, or be eligible for the administrator license. Previous administrative experience preferred. The successful candidate will be a visionary leader committed to the formation of tomorrow's Catholics and the academic excellence of our schools. Interested candidates should apply through www.Teach Iowa.gov. For more information about the school, go to www.trinitycs.pvt.k12.ia.us. Ad open until a viable candidate has been secured.
ESSENTIAL DUTIES 1. Carries out the six Standards for School Leaders 2. Facilitates and supports the work of Professional Learning Communities within the school setting. 3. Provides instructional leadership within the school setting. 4. Leads the school learning organization by creating a climate and culture conducive to the continuous improvement of student achievement and social, emotional, and behavioral development. 5. Guides curriculum delivery and professional development that promotes a focus on student learning that is consistent with the district vision, mission, and goals. 6. Ensures the differentiation of instructional strategies, materials, and content to accommodate for the varied ways in which students learn. 7. Provides timely, quality feedback to staff to support the improvement of their practice. 8. Evaluates staff through the use of both formal and informal evaluation processes and procedures. 9. Establishes and fosters positive school/community partnerships. program 10. Clearly communicates core values and priorities to all stakeholders 11. Treats all members of the school community with fairness, equity, dignity and respect. 12. Effectively communicates; uses consensus building, conflict resolution techniques, and problem solving skills. 13. Incorporates ethical principles in all decision-making processes. 14. Establishes and conveys high expectations for him/herself, all employees, students, and colleagues. 15. Monitors, evaluates and reports student achievement progress to stakeholders. 16. Leads the development, implementation, and evaluation of the building level school improvement plan 17. Participates in instructional decision-making at the building level and accepts responsibility for decisions about methods, materials, and evaluation procedures. 18. Observes, supports and provides feedback on the delivery of curriculum and instruction to staff. 19. Prepares, or supervises the preparation of, reports, records, tests, and all other paperwork required or appropriate to the school’s administration. 20. Prepares, submits and implements effectively, ethically, and efficiently the school budget and accounts. 21. Works effectively with appropriate district personnel in the successful operation of the facility, food service, transportation, and accounting functions. 22. Positively impacts the performance of building employees through effective mentoring, supervision, and evaluation. 23. Recruits, interviews, recommends for hire, and retains quality staff and works with appropriate district administrators in the selection and assignment of building personnel. 24. Manages the implementation of bargained agreements with and for employees. 25. Participates in IEP meetings and leads the implementation of building special education programming. 26. Responds to emergencies. 27. Ensures systemic support is provided for students who display academic and behavioral difficulties. 28. Responds to the needs of a diverse student and school community population. 29. Oversees student co-curricular, intramural, and social activities. 30. Maintains current knowledge of developments and best practices in the field of elementary education. 31. Promotes leadership in supportive groups such as PTA, school-business partnerships, community agencies, etc. 32. Works collaboratively with Building Leadership Team to lead the focus and direction of the building. 33. Performs other duties as may be assigned. ESSENTIAL SKILLS/APTITUDES 1. Proficiency in Microsoft Office Professional Software (Excel, Access, Power Point and Word), Internet technology, and Outlook email software. 2. Ability to communicate with and build positive relationships with administrators, customers, staff, and community members. 3. Effective oral and written communication. Proficiency in grammar, spelling, punctuation, and related communication skills, including proofreading, editing, and creating original documents. Excellent written and oral communication skills via electronic, telecommunications, or personal interactions. 4. Disposition toward continuing personal professional learning. 5. Ability to work under pressure with frequent interruptions. 6. Ability to respond effectively in crisis situations. 7. Ability to problem solve independently and with others, take initiative, and work independently without supervision. 8. Demonstrated commitment to report to work as scheduled on a regular and reliable basis. 9. Ability to organize, prioritize, and assume responsibility. 10. Capacity to represent the District in a professional manner, which includes but not limited to confidentiality, collegiality, and the ability to obtain and utilize additional training, if necessary. 11. Aptitude for detail. 12. Ability to work as a team member. QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE: Master’s of Educational Administration and certification as an Iowa PK-8 or K-12 principal and current evaluator approval licensure required. Salary $118,242 LANGUAGE SKILLS: Ability to read, analyze, interpret, and implement ideas contained in technical documents, reports, regulations, etc. Ability to effectively write reports and communications to administrators, colleagues, parents, students and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students. MATHEMATICAL SKILLS: Ability to perform basic mathematical functions. Ability to use spreadsheets and reporting documents that assist with the computation of data. REASONING ABILITY: Ability to solve problems effectively. Ability to interpret and implement a variety of instructions furnished in written, oral, diagram or schedule form. OTHER SKILLS and ABILITIES: Ability to establish and maintain effective working relationships with administrators, colleagues, community members, staff and students. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; and talk and hear. The employee will frequently use hands and fingers to type/word process, file documents, manipulate papers, and use a copying machine. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk while performing the duties of this job. The employee must occasionally lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as office materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while working with computers, written materials, reports, assessment data, etc. WORK ENVIRONMENT: 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. The noise level in the work environment is often quiet but may become loud in large group settings. The position requires the commitment of professional working hours that will require the employee arrive and leave as directed and may require the employee to extend beyond a typical 7:30 a.m. to 4:30 p.m. workday. The employee will usually work in indoor temperatures but will be required to work occasionally in outdoor environments. AN EQUAL OPPORTUNITY EMPLOYER The Cedar Rapids Community School district is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability. Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact Executive Director of Human Resources at 319-558-2747.
HUBBARD-RADCLIFFE ELEMENTARY PRINCIPAL POSITION
Deadline: Wednesday, March 18
District Website: http://www.southhardin.k12.ia.us/hr-elementary-1
Apply at: https://tinyurl.com/hrelementaryprincipal
Principal Hiring Timeline:
Board meeting (review candidate pool)
Screening interviews (board members)
Formal interviews (stakeholder groups)
The Hubbard-Radcliffe Community School District houses a district elementary school in Radcliffe, and the Middle School in Hubbard is part of the South Hardin Community School District. High School students from Hubbard-Radcliffe attend the South Hardin Community School District located in Eldora in a two-way whole grade sharing agreement. The PK-12 budget student enrollment headcount for the school has increased the last three years to 459 students. Hubbard-Radcliffe Community has 44.6% FRL, 2.5% ELL, and 14% IEP student population. The district finances show an increasing unspent budget authority and a solvency ratio of 6.5%.
District Public Report Card:
Hubbard-Radcliffe district reports
There is always plenty to do in Hubbard. The list of annual events includes Hubbard Heritage Days, Chamber of Commerce Christmas Open Houses, Community-wide garage sales the first weekend of June, the Avenue of Flags on Memorial Day, the Easter Egg Hunt and Santa Claus.
Hubbard has numerous clubs and organizations for all ages to participate in. They include: Chamber of Commerce, American Legion Post #4, American Legion Auxiliary, Y.A.H. Club, Helping Hands, Rebel Spirit, Sisters in Service Sorority, Hubbard Volunteer Fire Dept., Hubbard Ambulance and EMT's, 4-H Clubs, Boy Scouts, Girl Scouts, and numerous neighborhood, social and bridge clubs.
Information regarding the communities of Hubbard and Radcliffe can be found at the following links:
Hubbard-Radcliffe fitness center information.
City of Hubbard, Iowa
City of Radcliffe, Iowa Facebook Page
For more information about the position itself or hiring timeline please visit the district website or contact search consultants Trent Grundmeyer (515-205-9987) or firstname.lastname@example.org or Roger Wilcox (319-429-5537) or email@example.com.
The Knoxville Community School District seeks an education leader for West Elementary school, a learning community of approximately 450 Preschool-2nd grade learners and approximately 50 staff members.
West Elementary is one of two elementary schools in a district serving over 1,700 students. It is part of a high achieving school district in a town of about 7,000 residents. Students and staff benefit from the resources of a 3A school district with the engagement and support of a small town.
Hold a PK-8 Principal (#169) or PK-12 Principal (#189) endorsement and Evaluator Approval (#183) or Evaluator-New (#190) authorization from the BOEE
Demonstrated ability to provide educational leadership and support to teachers in matters relating to curriculum, instruction, and assessment
Possess effective communication, collaboration, and interpersonal skills
Demonstrated effectiveness in working productively and positively with district staff, students, parents, and patrons
Demonstrated effectiveness in establishing and sustaining classroom and school environments that promote learning
Demonstrated effectiveness in managing student behavior and discipline collaborating with AEA partners, instructional coaches and other teacher leaders to analyze assessments, model instruction, coordinate professional development and strengthen learning
Demonstrated effectiveness in implementing and monitoring special education requirements
Demonstrated commitment to a continuous school improvement process
Successful experience serving as an elementary school principal
Demonstrated knowledge and understanding of the Professional Learning Community (PLC) process
Knowledge and understanding of Iowa’s preschool programming and Early Literacy Initiative (ELI)
Successful experience in implementing the concepts of RTI or MTSS on a schoolwide basis
Knowledge and understanding of Schoolwide Positive Behavior Intervention and Supports (PBIS)
Knowledge and understanding of Instructional Practices Inventory Technology (IPI-T), Fisher’s and Frey’s Gradual Release of Responsibility (GRR) model of instruction, and Jim Knight’s Partnership Approach to instructional coaching
Start Date: July 1, 2018 (Applications due by March 2; Final interviews on March 20 & 21; Board approval on March 26)
Salary will be commensurate with experience and skills, but is expected to be in the $85,000 to $100,000 range.
Benefits: Family coverage for medical, dental, long-term disability and life insurance.
District Mission Statement It is the mission of South Tama County Schools to provide a rich academic, student-centered education that results in the success of all learners. The 2017-18 budget enrollment headcount for South Tama County was 1,565 with projections of steady enrollment. This district has 57.8% FRL, 15.7% ELL, and 15% IEP student population. The district finances have been improving over the past five years with a current solvency ratio of 3.8%. For more information on the district’s student achievement data please see their APR and Report Card. Iowa Department of Education District Reports South Tama County Report Card District Information More than 1500 students in kindergarten through 12th grade attend the South Tama County Community School District. Our district has four attendance centers, which include one elementary, one middle school, one high school, and one alternative high school. The district covers 262 square miles and serves the communities of Chelsea, Montour, the Meskwaki Settlement, Tama, Toledo, Vining, and the surrounding rural areas. The school district employs over 300 people and operates on a budget of more than twenty million dollars. It is the second largest employer in the community area. The district is favorably located in the Midwest, in central Iowa. Four major universities, Marshalltown and Kirkwood Community Colleges are all within reasonable commuting distance. The larger metropolitan areas of Des Moines, Waterloo, and Cedar Rapids are only an hour's drive away.
For more information about the position itself or hiring timeline please visit the district website or contact search consultants: Trent Grundmeyer (515-205-9987) or firstname.lastname@example.org or Roger Wilcox (319-429-5537) or email@example.com. EOE
Hartley-Melvin-Sanborn Community School District
Deadline: February, 24, 2018 Website: HMS Homepage Apply at: https://tinyurl.com/hmssuptjob Mission: The mission of the Hartley-Melvin-Sanborn Community School District is to nurture and prepare students to become responsible citizens, equipped to meet the challenges of an ever-changing world. Hartley-Melvin-Sanborn Community Schools, located in NW Iowa, is looking for a dynamic educational leader for their school. HMS High School, Elementary and Central Offices are located in Hartley, Iowa, and the HMS Middle School is located in nearby Sanborn. HMS Community School District serves approximately 637 PK-12 students. HMS Community Schools are proud of its students and caring staff. The district boasts high student participation rates in all extra-curricular areas. Basic information on the district is as follows:
The district has been able to remain financially stable while still keeping the overall tax levy ($11.70) less than the state average ($13.61). Finally, district numbers have been steady, yet open enrollment trends have increased since 2013. The HMS community also has much to offer. You can play the links at the 2003 9-hole Iowa Golf Course of the Year at Meadowbrook Golf and Country Club, the Miller Park and Golf Course, or swim at outdoor pools in both Hartley and Sanborn. You and your family can participate in youth and adult recreational sports leagues, attend the Sanborn Railroad Days on the 4th of July weekend, and enjoy the August Summer Celebration in Hartley.
For more information about the district and community visit the following links: School report card Annual Progress Report (APR) City of Hartley Website City of Sanborn Website For more information about the position itself or hiring timeline please contact search consultants Trent Grundmeyer (515-205-9987 or firstname.lastname@example.org) or Roger Wilcox (319-429-5537 or email@example.com).