Duties & Responsibilities: (Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)
*Provide research based social skills instruction and intervention.
•*Must attend all required trainings by special education department and/or District, whether occurring in summer, evenings, or during school year.
•*Must be willing to accept feedback regarding implementation and use feedback to implement changes in instruction.
*Provide instruction based upon the Iowa Core Standards.
*Regularly use data to drive instruction and make educational decisions.
*Complete all paperwork appropriately and in a timely manner, including updating progress monitoring.
*Collaborate with general education teachers to ensure student is progressing towards grade level skills and/or standards.
*Implement services outlined in each individual’s IEP with fidelity.
*Work with Behavioral and Learning Disabilities Mild, Moderate and Severe; including students diagnosed with Autism and Spectrum Disorder
*Knowledge, training, and capability of effectively deescalating aggressive students and implement personal restraint if necessary
*Ability to remain calm and respectful when students are in crisis.
*Willingness to work with students who are disruptive, aggressive, disrespectful and/or explosive in nature.
*Ability to manage difficult behavior and maintain students exhibiting these problem behaviors in classroom setting, while providing instruction and positive reinforcement.
*Ability to develop and implement behavior intervention strategies based upon applied behavior analysis to provide services to students in the school environment as an alternative to suspension.
•Establish clear objectives for all lessons, units, and projects and effectively communicate those objectives to students.
•Identify students’ needs and make appropriate referrals and develop strategies for individual education plans.
•Effectively communicate with parents by means of newsletters, e-mail, notes, phone calls and individual parent conferences.
•Discuss student problems, behavior incidents, positive developments, and progress with parents in an honest, sensitive, and confidential manner.
•Promotes parent participation and involvement in education activities provided for their children.
•Confer and cooperate with other staff members to plan and schedule lessons promoting student learning, following approved curricula.
•Confer with parents or guardians, other teachers, counselors, and administrators to resolve student behavioral and academic problems.
•Engage in collaborative work and contribute to team planning.
•Support instruction through an Individual Education Plan for students with special needs, aligning with District and Iowa Core Curriculum.
•Provide individual and small group research-based instruction based upon principals of applied behavior analysis designed to meet individual needs of students based upon data that promotes academic, social and emotional growth.
•Develop and use instructional materials suitable for verbal or visual instruction of students with a wide range of mental, physical, and emotional maturities.
•Develop lesson plans and instructional materials and provide individualized and small group instruction in order to adapt the curriculum to the needs of each student.
•Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
•Translate lesson plans and activities into developmentally appropriate learning experiences to best utilize the available time for instruction.
•Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisor.
•Develop individualized educational plans that meet State and Federal Guidelines.
•Foster cooperative social behavior through activities and group projects to assist children in forming satisfying relationships with other children and adults.
•Develop in each student an awareness of his/her worth as an individual and his/her role in his family and community.
•Utilize technology – computers, audiovisual aids, and other equipment in the delivery of instruction.
•Utilize research based teaching strategies, including those based upon principles of applied behavior analysis and Language Essentials for Teaching Reading and Spelling.
•Evaluate students’ academic and social growth by monitoring individualized education plans and progress reports.
•Utilize assessment materials and make appropriate classroom student assessments. Use data to inform instruction.
•Maintain accurate and complete student records and prepare reports on students and activities as required by laws, district policies, and administrative regulations.
•Knowledge of and implementation of International Dyslexia Association’s Knowledge and Practice Standards for Teachers of Reading.
•Establish, implement, and enforce rules and procedures for appropriate classroom behavior, to maintain a positive learning environment.
•Model and maintain standards of responsible student behavior.
•Implement effective individualized behavior management strategies (based upon principles of applied behavior analysis) and curriculum accommodations.
•Demonstrate substantial ability in interpreting behavior assessments, Functional Behavior Assessments and Behavior Intervention plans and data for the purpose of creating Behavior Plans based upon principles of applied behavior analysis.
•Attend professional in-service activities and teacher training workshops provided by the District as well as self-selected professional growth activities in order to maintain and improve professional competence.
•Effectively communicate, collaborate, and cooperate with parents, colleagues, supervisors, and students.
•Plan and coordinate the work of educational assistants and other professional support staff, parents, AEA support staff.
•Supervise students in out of classroom activities during the assigned work day.
•Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
•Ability to assess the strengths, needs, interests, and aspirations of their students; willingness to hold high expectations for student academic performance and behavior; ability to set achievable instructional goals, monitor and evaluate student progress; ability to be resourceful in responding to the changing needs of their students and their community.
•Good attendance & punctuality are a must to ensure that the duties and responsibilities of the job are performed successfully.
•Successful candidate must possess strong inter-personal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential.
•Ability to participate in and direct extensive physical activities
•Must be willing to support and implement Davenport’s multi-tiered system of supports (MTSS) for both behavior and academics.
•Other duties as assigned
Endorsement Required: Instructional Strategist II: BD/LD 
Physical Requirements of Position: (HBV X Yes No)
(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 regularly required to sit, stand, speak, hear, see, and walk to carry out routine duties. Must be able to occasionally lift, move, or push items of 50 lbs such as assisting children or moving/rearranging furniture. Must be able to supervise students in all types of weather, meet multiple demands from several people, and interact with the public and other staff.
Must be able to implement Crisis Prevention Intervention strategies, including appropriate physical restraint procedures and escorting.
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.)
Noise level is quiet to loud. Work may be indoors and/or outdoors. Work may be in non-air-conditioned rooms. Tobacco and alcohol-free environment. Fast-paced atmosphere with constant contact with students, staff, or the public. Direct responsibility for the safety, well-being, and work output of student.
Special Qualification Desired: (Personal Qualities, Education, Skills Needed, Experience, Etc.)
- B.A. or B.S. degree in Education.
- Cross-cultural experience preferred.
- Special education teaching experience desired.
- Instructional Strategist II: behavior disorders, learning disabilities