Openings as of 10/22/2018High School Teaching
Bonus: $3,000.00 Burlington Community School District strives to employ people who support our mission, vision, and beliefs: Mission: Inspiring and challenging students through diverse opportunities Vision: Burlington Community School District strives to have a profoundly positive impact on each student’s adult quality of life brought about by students’ individual and collective educational experiences. Beliefs: Burlington Community School District works tirelessly to serve our students, staff, and community within the social context present in our community, as well as the specific support of individual students’ educational needs. BCSD is seeking innovative educators willing to challenge the status quo of preconceived notions and limitations, while staying true to our mission and vision by leading our students to advance the greater good for humanity. Requirements:
Possession of a valid State of Iowa teaching license with endorsement in the appropriate area(s) listed below. See attachment for complete job description.
Burlington Community School District is an Equal Opportunity Employer. Burlington Community School District ensures equal employment opportunities regardless of race, color, national origin, sex, disability, religion, creed, age, sexual orientation, or gender identity. Burlington Community School District has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making application for any opening should contact the Department of Human Resources.
TITLE: Student Teacher - Secondary QUALIFICATIONS: 1. Meet certification requirements of the
Department of Education, State of Iowa. 2. Such alternatives to the above qualifications
as the Board may find appropriate and
acceptable. REPORTS TO: Principal SUPERVISES: Teacher Associates and Volunteers as assigned. JOB GOAL: To help students achieve skills that will contribute
to their development as productive and
responsible citizens. PERFORMANCE RESPONSIBILITIES: 1. Demonstrates ability to enhance academic performance. 2. Demonstrates competence in content knowledge appropriate to the teaching position. 3. Demonstrates competence in planning and preparing for instruction. 4. Uses strategies to deliver instruction that meets the multiple learning needs of students. 5. Uses a variety of methods to monitor student learning. 6. Demonstrates competence in classroom management. 7. Engages in professional growth. 8. Fulfills professional responsibilities established by the school district. 9. Performs other duties as may from time to time be assigned by the Superintendent or Principal PHYSICAL REQUIREMENTS: Bending, carrying, climbing, driving, lifting, pushing-pulling, reaching, sitting, standing, walking. WORKING CONDITIONS: 1. Includes extremes of temperature and humidity. 2. Hazards include stairs and communicable diseases. TERMS OF EMPLOYMENT: Salary and work year to be established by the Board. EVALUATION: Performance of this job will be evaluated by the building principal according to the guidelines of the master contract. Approved by:________________________________________________ Date:__________________________ Ankeny Community School District is an Equal Opportunity/Affirmative Action Employer. It is the policy of the District to provide equal employment opportunity and not to illegally discriminate on the basis of race, national origin, religion, sex, disability, sexual orientation, gender identity, color, age or marital status in its employment and personnel practices. The District will affirmatively recruit women and men, members of diverse racial/ethnic groups, and persons with disabilities for job categories where the representative groups are underrepresented. Smoking is prohibited on Ankeny Community School District property
Essential Job Functions:
Effectively participate in professional learning communities; collaborate with building team to promote reading achievement; effectively manage and maintain daily classroom behaviors; understand and implement effective instructional strategies.
Bachelor of Arts degree or higher; Certification in the State of Iowa to teach 9-12 Spanish; Preference given to applicants that have prior experience teaching high school level social studies; proven experience increasing student achievement for all learner (general education, special education, ELP, ELL); contribute to increased student achievement through effective teaching strategies; collaborate and analyze student data/work samples with colleagues during PLCs; contribute to a positive school climate; ability to evaluate and interpret data in order to make instructional decisions; ability to implement effective classroom management strategies; ability to communicate and collaborate with team members; ability to effectively instruct a diverse population.
To apply please visit https://portal.waterloo.k12.ia.us/AP/applicant/login.php
Create and foster positive relationships with students; effective communication with students/parents/staff/community members.
Bachelor of Arts degree or higher; Certification in the State of Iowa to teach 5-12 mathematics; prefer applicants that have prior experience teaching high school mathematics; proven experience increasing student achievement for all learners (general education, special education, ELP, ELL); contribute to increased student achievement through effective teaching strategies; collaborate and analyze student data/work samples with colleagues during PLCs; contribute to a positive school climate.
Bachelor of Arts degree or higher; certification in the State of Iowa to teach 9-12 English; prefer applicants that have prior experience teaching high school English and/or teaching college and career readiness; proven experience increasing student achievement for all learners (general education, special education, ELP, ELL); contribute to increased student achievement through effective teaching strategies; collaborate and analyze student data/work samples with colleagues during PLCs; contribute to a positive school climate.
At Heartland Family Service, we are committed to building a culture is trauma informed and values and celebrates diversity and inclusion. We believe this allows for better service delivery and innovation, as it encourages our employees to bring various experiences and uniqueness to the workplace.
Trauma Informed Care is an approach to engaging people with histories of trauma that recognizes the presence of trauma symptoms and acknowledges the role that trauma has played in their lives. Trauma Informed Care also acknowledges the effects of working with trauma survivors on our workforce, and seeks to build collaborative and supportive working environments and relationships.
If you believe in our mission of creating healthy families and communities, and like a fast pace, collaborative and team oriented environment, then Heartland Family Service is the agency for you.
SUMMARY DESCRIPTION OF WORK
Responsible for instruction and planning and/or adaptation of the education program to enable special education students to benefit from educational experiences.
Essential Duties and Responsibilities
*DENOTES ESSENTIAL JOB FUNCTIONS
Organization - The confidence of students should stem from the structure of an orderly atmosphere provided by the teacher. In addition to classroom organization, special education teachers should have organized record-keeping skills.
Intuitive - Some children may find difficulty in properly expressing what they are feeling, due to their communication skill level. They may act out or withdraw because they are feeling confused, frustrated, or even overwhelmed. A special education teacher needs to have intuitive skills to sense underlying issues behind a child’s behavior, along with helping them as situations occur.
Stress Tolerance - Performing well when faced with pressure due to time frame, workload, adversity, disappointment, or opposition. Maintaining a calm atmosphere in the classroom.
Adaptability - A teacher has to be able to maintain order, keep to a schedule, and be flexible as all of these situations may arise. Modeling adaptability is important because children with special needs often need to learn how to adapt to their surroundings based on their disability.
Professionalism - having clear boundaries with employees and clients and displaying professional behavior.
AMERICANS WITH DISABILITY SPECIFICATIONS
(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 occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
(Work environment characteristics 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 not exposed to weather conditions.
The noise level in the work environment is usually moderate. ***To apply for this position, please click on the below URL, then select the green Apply Now in the upper right hand corner.**** https://recruiting.ultipro.com/HEA1016/JobBoard/83626bbf-a7bc-52fd-0cd7-00325cf23da1/OpportunityDetail?opportunityId=9c692308-43bf-44ec-8c77-ff305ae71bb1
Spring 2019 Drivers Education Instructor
Apply online at www.allamakee.k12.ia.us Employment Tab. EEO/AA
SUMMARY: Provides general instruction to learners in the Iowa BIG model, ensuring learners meet or exceed District/Iowa Core standards. ENDORSEMENTS: 9-12 or 5-12 English. ESSENTIAL DUTIES AND RESPONSIBILITIES: Essential duties must be performed on site. Other duties or tasks may be assigned. Understands and views education and learning from a learner-centered paradigm. (See https://education-reimagined.org/wp-content/uploads/2017/01/A-Transformational-Vision-for-Education-in-the-US.pdf )
Interested in being part of a team driving learner-centered innovation in a dynamic, non-traditional environment.
Develops and implements programming to be delivered in a fully competency-based learning environment for secondary level students. Supports and implements the district curriculum, standards and benchmarks. Assists school staff with strategies to support and meet students’ needs and achievement of academic goals. Provides active communication and positive relationships with parents and community members. Assists in planning and delivery of social/emotional/behavioral programming. Assists and collaborates with the principal, school counselor, staff, parents and students on matters pertaining to endorsement area Maintains appropriate records and protects the confidentiality of data. Meets the 8 Iowa Teaching Standards and 42 criteria on a consistent basis. Reports to work as scheduled on a regular and reliable basis. Other duties as assigned. ESSENTIAL FUNCTIONS: 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(s) may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE: Bachelor’s degree required. Experience in classroom teaching in a secondary grade level preferred. In addition, the specific skills/educational qualifications included below. LANGUAGE SKILLS: Ability to read, analyze, interpret, and implement ideas contained in technical documents, assessment data, professional journals and regulations. Ability to effectively write reports and communications to students, colleagues, parents and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students. Ability to assist students in the areas of language and literacy. MATHEMATICAL SKILLS: Ability to perform basic mathematical functions such as addition, subtraction, multiplication, division, percentages, decimals and fractions. Ability to assist students in implementing these mathematical concepts. REASONING ABILITY: Ability to solve problems effectively. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. REQUIRED DISPOSITIONS: Believes in and is committed to Competency-Based Education theory and practice.
Has a strong learner-centric view of education and their role as a teacher/mentor. Is committed to high-levels of community engagement and interaction. Believes that all children can attain high levels of learning. Takes responsibility for the learning of our children and his/her own performance. Possesses the knowledge and skills to build effective educational experiences that benefit all children. Applies the principles of continuous improvement through the use of quality tools and processes. Functions as an effective member of the educational/school team. Won’t shy from today’s educational challenges. Utilizes effective interpersonal skills. Has a track record of success. Works with great integrity.
Understands or is willing to learn the Agile philosophy and practice related to teams and project management. CERTIFICATES, LICENSES, REGISTRATIONS: Iowa Teaching Certification with an endorsement in content area required. OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research as it relates to the support of the Educational Goals of the District. Ability to establish and maintain effective working relationships with students, staff and the school community. 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; talk and hear. 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 more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum 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 supervising students and 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 usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The employee will frequently work in different areas of the community including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, traveling to student project sites, and work with others virtually, etc. The employee will usually work in indoor temperatures but will work outdoors when supervising students outside of the classroom. The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned. It is the policy of the Cedar Rapids Community School District not to illegally discriminate on the basis of race, color, national origin, gender, disability, religion, creed, age (employment only), marital status, sexual orientation, gender identity, and socioeconomic status (students/program only) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. 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(s) 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 the Executive Director of Human Resources, at 319-558-2421.
The Tipton Community School District seeks an energetic and forward-thinking collaborator to teach Family and Consumer Science classes to grades 9-12. Applicants must be properly certified in the State of Iowa for this position, or able to obtain such certification or provisional certification by the position start date.
The ideal applicant will be a subject matter expert in the teaching area, proficient in the use of student achievement data to guide instruction, able to openly and honestly collaborate with peers, able to use technology to present high quality student instruction, and committed to maximizing the learning potential of all students.
Professionalism - having clear boundaries with employees and clients and displaying professional behavior.
The noise level in the work environment is usually moderate. *****To apply for this position, please click on the below URL, then select the green Apply Now in the upper right hand corner.***** https://recruiting.ultipro.com/HEA1016/JobBoard/83626bbf-a7bc-52fd-0cd7-00325cf23da1/OpportunityDetail?opportunityId=26f266f0-2c4a-4fda-b13d-e076e56cc243
Forest City High School is seeking qualified applicants for the positions of Special Education Instructor (1FTE Stratigist I, 1FTE Stratigist II) . FCHS is a progressive 1:1 high school where student collaboration, creativity, communication, and critical thinking are expected to be incorporated into instruction and activities. Interested applicants should submit the following: Letter of Application, Resume, Credentials, Iowa Teaching Certificate, Mandatory Reporter Certificate, and a copy of transcripts. Applicants must also complete the Professional Staff Application which can be found at: http://www.forestcity.k12.ia.us/home under the 'Employment Tab'. Applications or questions can also be submitted to: Ken Baker, HS Principal, Forest City High School, 206 West School Street, Forest City, IA 50436 Email: email@example.com Phone: 641.585.2324 Positions are open until filled.
**Coaching opportunities are available**
Opening for the 2018-2019 school year:
CERTIFIED TEACHER / SPECIAL EDUCATION - INSTRUCTIONAL STRATEGIST II BD:LD
Application Deadline: Posting will remain active until position is filled
Apply online: www.TeachIowa.gov
The Mason City Community School District is an equal employment opportunity/affirmative action employer.