Job Information
Davenport Community Schools Special Education Facilitator (3 Positions Available) in Davenport, Iowa
Special Education Facilitator (3 Positions Available) JobID: 10946
Position Type:
K-12/ Special Education
Date Posted:
3/27/2024
Location:
TO BE DETERMINED
Date Available:
AUGUST 2024
Closing Date:
UNTIL FILLED
The Davenport Community School District is an EEO/AA employer.
Duties & Responsibilities: (Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)
Provides instructional leadership in the diagnosis, design, and delivery of special education services and programming for students with an individualized education plan (IEP).
Participate in building-wide leadership team meetings.
Participate in student level intervention team meetings.
Participate in routine grade-level planning meetings to discuss upcoming content and necessary adaptations (e.g., accommodations, modifications, interventions) to the curriculum.
Co-plan and/or deliver lesson(s) jointly when implementing new techniques.
Offer strategies both to teachers and students to support their learning and participation in the general education environment.
Understands and maintains confidentiality with respect to children and their information made available to the school and district.
Provide guidance to paraprofessionals who are supporting students with disabilities in the general education environment.
Maintain accurate and complete student records and prepare reports on students and activities as required by laws, district policies, and administrative regulations.
Support and guide data-based decision making for individuals and groups of students.
Assist in the diffusing of behavioral situations or responding to crises within the school.
Engage teachers and teams in the coaching cycle where appropriate.
Coordinate purchase of IEP specific child needs
Support the coordination of Medicaid billable services and documentation for students with IEPs.
Participate in inter-and intra-department district meetings to ensure effective coordination of service delivery for students with IEPs.
Participate in various student transition meetings (e.g., building - building, level-level)
Organizes, supports, and provides special education professional development as directed by building and district administration.
Supports, as a resource, the coordination of service delivery within the building. This may include facilitating special education department meetings to monitor student progress and consultation on schedules for teachers, paras, and students
Physical Requirements of Position:(HBV ?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.
Substance-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.)
Successful Candidate must possess strong interpersonal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential
Understands and celebrates the value of equitable and inclusive services.
Knowledge of differentiated instruction based upon student learning styles.
Knowledge of applicable federal and state laws regarding education and students.
Ability to use computer network systems and software applications as needed.
Excellent communication skills with staff, students, and their families.
Ability to engage in self-evaluation with regard to performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Adhere to a high level of professional and ethical standards.
Conceptual knowledge and skills to support staff and students within an MTSS framework for academic and social, emotional, behavioral, and mental health needs and/or willingness to grow in this area.
Understanding, experience, and strong orientation toward professional learning communities
Flexibility in response to student and building needs.
Excellent organizational, coordination, and time management skills.
Knowledge of effective classroom management.
Must have a
K-8 Instructional Strategist I: Mild/Moderate [260] or
5-12 Instructional Strategist I: Mild/Moderate [261] or
PK-K Early Childhood Special Education [262] or
K-12 Instructional Strategist II: BD/LD [263] or
K-12 Instructional Strategist II: ID [264] or
B-21 School Social Worker [240] or
Special Education Consultant [250]