Elementary Special Education Teacher - Level I/II: ID - Grant Ragan (25/26)

Position Criteria

• Valid State of Iowa teaching license, required.
• Instructional Strategist I or Instructional Strategist II: BD/LD or ID
• Previous classroom teaching experience, preferred.
• Willingness to pursue additional special education licensure based on building and student need.

Performance Criteria:

• Strong collaboration and communication with parents, AEA, teachers, and support staff

• Successful experience serving students with challenging behavior

• Successful experience working with elementary learners on the autism spectrum

• Knowledge of functions of behavior as they relate to developing and implementing appropriate behavior intervention plans

• CPI certification or willingness to obtain CPI certification

• Ability to teach in both a pull-out special education setting and collaborative general education setting

• Ability to direct classroom associate(s) with positive leadership skills

• Evidence of strong organizational skills

• Actively supports and effectively communicates Waukee’s mission and vision

• Demonstrates an understanding of the elements of a Professional Learning Community and an ability to apply that understanding to a team situation

• Solid understanding and proven application of the Framework for Meeting the Needs of All Students and implementation of Multi-Tiered System of Support

• Demonstrates implementation of research-supported instructional and balanced assessment practices, supporting differentiation and integration of skills and concepts

• Understanding and experience with the workshop and gradual release models and commitment to differentiated instruction

• Experience and proven ability in working with and growing diverse learners

• Demonstrates willingness and desire to collaborate with instructional coaches and building and district leaders to continue to grow professionally

• Desire for growth is evident through personal and professional goals

• Record of recent professional learning and knowledge of current research

• Proven ability to read and interpret a variety of types of data and expertise in data-driven decision-making to guide instruction

• Understanding of formative assessment and evidence of using data to adapt to individual needs of students of all ability levels

• Flexible, highly motivated, and enthusiastic about working with children

• Evidence of effective routines and procedures that lead to a positive classroom environment that promotes student achievement

• Articulate in oral and written communications

• Proven communication with parents and families

• Knowledge of and experience with using current technology to enhance learning