Duties & Responsibilities: (Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)
This position will support all Satellite Preschool Programs
•Provide high-quality programming and services in accordance with IEPs, NAEYC, DHS and Head Start Performance standards.
•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.
- Be able to create a master schedule to meet student’s IEP needs.
•Effectively communicate with parents by means of newsletters, e-mail, notes, phone calls and individual parent conferences.
•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, 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 adopted curriculum.
•Provide individual and small group research-based instruction designed to meet individual needs of students based upon data that promotes academic, social and emotional growth.
•Develop and use instructional materials and supplemental materials suitable for verbal or visual instruction of students with a wide range of mental, physical, and emotional maturities.
•Instruct students in citizenship and basic subject matter specified in state law (Iowa Early Learning Standards) and regulations and procedures of the District.
•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.
•Utilize technology – computers, audiovisual aids, assistive technology, and other equipment in the delivery of instruction.
•Utilize research based teaching strategies for students with a variety of developmental challenges in the areas of academics, behavior, adaptive behavior, physical, health, hearing/vision, or other identified needs.
•Evaluate students’ academic and social growth by monitoring individualized education plans and progress reports and progress in the general education classroom.
•Utilize assessment materials and make appropriate classroom student assessments. Adapt curriculum to meet the needs of students and collaborate with general education teachers to ensure accommodations are delivered as required per Individualized Education programs.
•Maintain accurate and complete student records and prepare reports on students and activities as required by laws, district policies, and administrative regulations.
•Establish, implement, and enforce rules and procedures for appropriate classroom behavior, to maintain a positive learning environment. •Implement effective individualized behavior management strategies and curriculum accommodations and modifications.
•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 with confidentiality.
•Plan and coordinate the work of educational assistants and other professional support staff, parents, AEA support staff.
•Participate in faculty committees and sponsorship of student activities.
•Supervise students and/or educational assistants as assigned and/or required to maintain a safe and orderly environment which is conducive to learning.
•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.
•Ability to listen, speak, write, read and respond clearly to students, parents, community members, and to each other; ability to use a variety of media and technology to enhance their communications.
•Physical ability to perform necessary duties to meet individual child needs, including lifting children up to 50 pounds.
•Work cooperatively as a member of a team in the delivery of comprehensive services to young children and their families
•Work directly with families in providing information/education regarding early childhood development.
•Work collaboratively with personnel from a variety of community agencies in the provision of comprehensive services to young children and their families including meeting regularly with general education staff to ensure that the all student needs are being met
•Must complete CPI, CPR, and Pediatric First Aid including managing a blocked airway and providing rescue breathing for infants and children within 3 months of hire and remain current.
•Successful candidate must be willing to support the rigorous District Literacy Plan by:
- Participating in on-going training in district curricula, universal screeners, and Early Childhood LETRS, and other required trainings as assigned which may occur during off contract hours.
- Actively participating in the Data Driven Decision Making System;
- Using Formative Assessments to guide instruction and provide feedback to students, parents, building and district staff;
• 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.
• Good attendance and punctuality are a must to insure that the duties and responsibilities of the job are performed successfully
• Must be willing to support and implement Davenport’s multi-tiered system of supports (MTSS) for both behavior and academics.
•Other duties as assigned
- The ability to travel between buildings with district reimbursed mileage.
Endorsements needed: 
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 assist in lifting of students, repositioning in and out of equipment, feeding and toileting for students.
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.
- Strong effective communication skills with parents, agencies, and the public at large.
- Experience/understanding and orientation toward collaborative teaching team approach.
- Flexibility in the delivery of programming and service to children and families.
- Recognition of the need for confidentiality with respect to children and parents’ right to privacy.
- Willingness to take part in continuing training and staff development.