Founded in 1896, Hillcrest Family Services is a not-for-profit health services and education provider serving over 20,000 individuals each year. With primary programming and administrative offices in Dubuque, Hillcrest also operates programs in Cedar Rapids, Iowa City, Clinton, Washington, Ottumwa, Monticello, Maquoketa and Thomson, IL. The agency operates with an annual budget in excess of 20 million, has 500 employees, and is accredited by the Joint Commission and Coalition for Residential Education (CORE).
Job Purpose: Functions as an integral member of the Hillcrest Schools by working closely with agency personnel and school personnel to educate students based on individual education plans.
- B.S. degree, special education certification teacher license. Endorsement in applicable areas: Elementary, secondary, behavioral disorders, science, math, social studies, language arts.
- Science 5-12 or all Science 9-12 Teacher
- Certified Art Teacher in the state of Iowa.
- Mandatory Reporter for Child/Dependent Adult Abuse. Must be trained within four months of hire and every five years thereafter.
- Mandt training required upon hire and every year thereafter.
- Medication Manager training preferred.
- Acceptable agency driver preferred/required depending on program needs.Must successfully complete child/dependent adult abuse and criminal background check, including DHS evaluation (if needed, including documentation of follow-through for any stated employment restrictions); reference check forms (minimum of two); and employment physical, TB test and drug screen prior to contact with clients and as required thereafter.
DUTIES AND RESPONSIBILITIES:
Demonstrates ability to enhance academic performance and support for implementation of the school district's student achievement goals. (Standard 1)
- Implements strategies supporting student, building, and district goals.
- Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student as demonstrated by the adjusting of instruction to meet student needs.
- Communicates with students, families, colleagues, and communities effectively and accurately.
Demonstrates competence in content knowledge appropriate to the teaching position. (Standard 2)
- Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
- Relates ideas and information within and across content areas.
Demonstrates competence in planning & preparing for instruction. (Standard 3)
- Uses student achievement data, local standards, and the district curriculum in planning for instruction.
- Sets and communicates high expectations for social, behavioral, and academic success for all students.
- Uses student's developmental needs, backgrounds, and interests in planning for instruction.
- Uses available resources including technologies, in the development and sequencing of instruction.
Uses strategies to deliver instruction that meets the multiple learning needs of students. (Standard 4)
- Uses research-based instructional strategies that address the full range of cognitive levels.
- Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
Uses a variety of methods to monitor student learning. (Standard 5)
- Aligns classroom assessment with instruction.
- Understands and uses and results of multiple assessments to guide planning and instruction.
- Guides students in goal setting and assessing their own learning.
- Provides substantive, timely and constructive feedback to students and parents.
Demonstrates competence in classroom management. (Standard 6)
- Creates a safe, learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
- Establishes, communicates, models, and maintains standards of responsible student behavior by effectively utilizing CPS, TIC, MANDT, etc.
- Ensures students are safe (supervised) at all times.
- Uses instructional time effectively to maximize student achievement.
Engages in professional growth. (Standard 7)
- Demonstrates habits and skills of continuous inquiry and learning.
- Works collaboratively to improve professional practice and student learning.
- Establishes and implements professional development plans based upon the teacher's needs aligned to the Iowa teaching standards and district/building student achievement goals.
Fulfills professional responsibilities established by school district. (Standard 8)
- Demonstrates professional and ethical conduct as defined by state law and district policy.
- Demonstrates an understanding of and respect for all learners and staff
Additional Professional Requirements:
Ensures the special education laws, procedures, and policies are followed on all students identified as receiving special education services.
- Reviews and determines if the current IEP is applicable and valid for implementation of this school setting.
- Contacts parents reviews the current IEP and informs them of any changes needing to be amended within one day of the student starting school. Reviews parental rights booklet with parent at this time.
- Completes the IEP meeting notification from and gives it the proper person for mailing according to established timeline.
- Assesses the student's present level of performance and prepares a quality report (including assessments, transitions, review of records) for the development of the new IEP.) and presents the information in a professional manner.
- Finalizes the IEP (amendments, revisions, etc.) "electronically" and turns in according to established timelines.
To provide direction and supervision of teacher associates assigned to classroom.
- Meets with classroom associates to communicate student concerns and accomplishments weekly.
- Provides training and division of classroom responsibilities to associates.
- Monitors documentation and recording of students behavioral progress to ensure it is completed accurately and in a timely manner.
- Documents monthly supervision notes regarding progress, growth, training, concerns, etc. and reports concerns to principal.
- Provides support for associates in dealing with student issues.
- Contributes to job performance of assigned associates and reviews this information with principal.
- Provides recognition to teacher associates for their accomplishments.
- Other duties as assigned.
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