Special education teacher jobs in Ankeny, IA - 64 jobs

Special Education Teacher | Des Moines Prep Des Moines Prep is a new growing public charter school in downtown Des Moines committed to achieving exceptional outcomes for students: where they own and drive their learning and love their school experience. Our model combines rigorous college preparatory academics and a robust student-centered approach to instruction. We believe students learn best when they are known well, challenged deeply, and supported fully. Des Moines Prep opened in 2025 and serves grades 8-9, expanding to serve grades 7-12 in the coming years. Our school emphasizes agency, purpose, and preparation for the future, giving students opportunities to explore college and career pathways and pursue their ambitions in a supportive, close-knit environment. About the Role: Special Education Teacher The Special Education Teacher provides individualized instruction, support, and advocacy to help students with disabilities reach their academic and functional goals. This role works closely with families, general education teachers, and support staff to create inclusive learning environments and implement effective, data-driven interventions. The teacher develops and monitors IEPs, ensures compliance with state and federal regulations, and fosters a positive, student-centered classroom. With patience, creativity, and a commitment to equity, this educator helps every learner grow to their full potential. Instruction Delivery & Curriculum Development (70%) Spearhead the implementation of Individual Education Plans (IEP) for the students and monitor their progress. Provide targeted small-group and one-on-one instruction aligned to each student's learning goals. Support students in inclusive classrooms through strong co-teaching and collaboration with general education teachers. Use evidence-based strategies, accommodations, and modifications to meet a wide range of learning needs. Create engaging, student-centered lessons that build confidence, independence, and self-advocacy skills. Collect and analyze academic and behavior data to track progress and adjust services as needed. Student Engagement & Support (20%) Support students with emotional or behavior concerns and assist them in developing appropriate social skills. Build strong relationships with students, fostering a culture of high expectations, accountability, and support. Support in providing differentiated instruction and targeted interventions to ensure all students succeed, including students reading below grade level. Collaboration & Professional Growth (5%) Work closely with fellow teachers and school leadership to align curriculum, assessment, and instructional strategies. Participate in school-wide professional development to continuously refine instructional practice, including regular data and assessment reflection cycles. Engage in feedback cycles with the Dean of Academics and Principal to improve teaching effectiveness. Family & Community Engagement (5%) Communicate regularly with families about student progress, celebrating successes and addressing challenges proactively. Participate in school events, family conferences, and outreach efforts to build strong relationships with families and the community. Ideal Candidate Experiences Qualified candidates must have the following: Must hold a valid Iowa teaching license with a special-education endorsement (Instructional Strategist I or Instructional Strategist II) Completion of an approved special education preparation program - including required coursework and student-teaching experience in a recognized special-education classroom at the appropriate grade level Demonstrated knowledge of special education foundations, characteristics of disabilities, behavior-management techniques, differentiated instruction, and inclusive practices 2+ years of experience working with students with special education needs is preferred. Strong skills in Microsoft Excel, Word, PowerPoint, and Outlook. Proven track record of student achievement results. Ideal Candidate Traits Excited to join a founding team and shape the future of Des Moines Prep. Strong background or experience with IEP development, differentiated instruction, and collaborative teaching/co-teaching models. Ability to work effectively with general-education staff, support staff, and families. Commitment to culturally responsive teaching and serving diverse learners. Good communication, data-tracking, and organizational skills. Willingness to participate in ongoing professional development - especially around inclusive practices, behavior strategies, and special ed legislation/standards. Committed to Des Moines Prep's mission of excellence and joy for students, staff, and families. Application Process Please apply online at ************************************** Compensation Salary is currently budgeted in a range competitive with local district expectations. Non-Discrimination Statement Opportunity Education is an equal opportunity employer and does not discriminate against any employee or applicant for employment based on race, color, religion, sex, national origin, age, disability, genetic information, marital status, sexual orientation, gender identity or expression, pregnancy, veteran status, or any other characteristic protected by applicable federal, state, or local laws. We are committed to creating an inclusive and diverse workplace where all individuals are valued and respected.

Join Our Secondary Special Education Team in Indianola! Open for 2026-27 school year! We're hiring passionate educators who want to make a difference in the lives of young learners-and we're proud to offer competitive pay and strong professional support. Despite changing legislation, Indianola CSD has maintained excellent compensation standards because we believe in fair wages and investing in our people. Located just south of Des Moines, Indianola offers the best of both worlds-a welcoming, small-town community with big opportunities for connection and growth. From the National Balloon Classic and Simpson College to Lake Ahquabi State Park, the Warren County Fair, and countless local events, you'll find a community that truly feels like home. Why Indianola CSD? A supportive team environment with multiple special education teachers in each building-you'll never feel like you're on an island. A comprehensive mentoring program designed to help new teachers thrive, with ongoing collaboration and guidance from experienced colleagues. Access to instructional coaches who provide individualized support and resources to strengthen your teaching practice. A district committed to innovation, inclusion, and student success, living our vision of “Proud Traditions . . . Unlimited Possibilities.” A caring community that values education and celebrates the success of both students and staff. Learn more about what makes Indianola such a great place to live and teach: Welcome to Indianola Video Ready to start your next chapter in a district that values you as much as your students? APPLY NOW! ******************************************** INDIANOLA COMMUNITY SCHOOL DISTRICT Position Description Position Title: Teacher, Special Education Department: Special Education Reports To: Special Education Director, Principal SUMMARY: Provides specially designed instruction, makes appropriate accommodations and modifications and ensures that special education services are reasonably calculated to provide educational benefits to entitled students and are implemented with integrity. ESSENTIAL DUTIES AND RESPONSIBILITIES: Essential duties must be performed on site. Other duties may be assigned. Reports to work as scheduled on a regular and reliable basis. Provides entitled students with specially designed instruction aimed at achieving the goals outlined in their Individualized Education Programs (IEPs). Instructs individuals and groups in targeted skill areas daily. Plans curriculum, lessons, and special education programs and teaching methods daily as needed. Collaborates with general education teachers to adapt the content, methodology and delivery of instruction to the unique needs of disabled students. Assists in the development of instructional strategies that complement the efforts of general education teachers for inclusionary settings. Ensures that entitled children have access to the general education programs and curriculum and are taught alongside non-disabled peers to the maximum extent appropriate. Diagnoses and assesses student strengths and needs. Coordinates the development and implementation of Individualized Education Programs (IEPs). Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Adheres to procedural rules and safeguards to ensure the appropriate identification, evaluation, placement, and provision of special education services. Engages in regular and frequent data collection, evaluation of student progress and modification of instruction based on student outcomes. Prepares grade reports, educational records, IEP forms, classroom observation records, and other forms as required. Communicates with parents regarding their child's progress on a regular basis. Attends meetings with students, staff, parents and other community support members to evaluate student needs and progress. Maintains physical environment of the classroom daily. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities daily. Collaborates with peers in Professional Learning Communities (PLCs) to identify required knowledge, skills and outcomes, analyze evidence of student learning, develop timely and systematic interventions for struggling learners and provide enrichment and extension activities for proficient students. Works as a team member on building level committee and collegial activities within the building and District. Maintains accurate, complete, and correct records as required by law, district policy and administrative regulations. Meets core expectations for all certified staff reflected in the Iowa Teaching Standards, Iowa Code of Professional Conduct and Ethics, Iowa Administrative Code, Board Policy, and the district performance evaluation system. SUPERVISORY RESPONSIBILITIES: Supervises students during all school-related activities and teacher associates and volunteers as appropriate. QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE: Bachelor of Arts or Science degree from an accredited four-year college. OTHER FUNCTIONS: Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the school. JOB REQUIREMENTS: A valid teaching license with a special education specific endorsement(s) (e.g., Instructional Strategist I: Mild/Moderate, Instructional Strategist II: Behavior Disorder/Learning Disabilities, Instructional Strategist II: Physical Disabilities) through the Iowa Board of Educational Examiners. SKILLS, KNOWLEDGE AND ABILITIES: SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Effective verbal and communication skills are needed to articulate thoughts, translate ideas into words, and apply terminology that conveys the nuance of concepts. Formative and summative assessment data must be used to evaluate learning, make curriculum decisions and adjust instruction. Effective classroom management techniques are required to establish high expectations for student achievement and maintain appropriate standards of student conduct. Basic computer skills, including the use of various operating systems, communication and collaboration tools, presentation software, spreadsheets, record keeping, and other applications are a prerequisite. Preparing and maintaining accurate records is an essential skill. KNOWLEDGE is required to understand how learning occurs (i.e. how students construct knowledge, acquire skills, and develop disciplined thinking processes) and leverage specific instructional strategies that promote student learning. An understanding of how learners grow and mature and how the stages of physical, cognitive, social, emotional, and linguistic development impact learning is essential. Recognition of individual and cultural differences among students also has a profound impact on student achievement. Knowledge of grade level characteristics, mastery of subject matter and expertise in a wide range of instructional techniques and methodologies are critical. Knowledge is required to perform basic math functions, including calculations using fractions, percentages, and/or ratios; read technical information, compose a variety of documents, and/or; and analyze situations to define issues and draw conclusions. ABILITY is required to be purposeful in designing lessons, implementing instruction, and assessing student learning. Establishing clear learning goals, identifying instructional priorities, and planning instruction are crucial. Differentiating instruction according to the needs of individual students and employing a variety of research-based instructional strategies is also required. The ability to implement learning activities that are linked directly to predetermined outcomes, result in higher-order thinking, real-world and collaborative learning and allowing students to construct meaning for themselves is essential. Ability is also required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours. RESPONSIBILITIES: Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; tracking budget expenditures. Utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization's services. WORK ENVIRONMENT: The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some climbing and balancing, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 40% sitting, 20% walking, and 40% standing. The job is performed under minimal temperature variations and in a generally hazard free environment. EXPERIENCE: Job related experience (i.e., student teaching, practicum) is required EDUCATION: Bachelor's degree in job-related area REQUIRED TESTING: None specified CERTIFICATIONS: Current teacher certification through the Iowa Board of Educational Examiners. Endorsement(s) in content area(s) as prescribed by the BOEE. CONTINUING EDUCATION/TRAINING: Maintain required teaching certification CLEARANCES: Criminal Fingerprint/Background Check FLSA Status: Exempt Salary Grade: Certified Salary Schedule

Thank you for your interest in MCSD job opportunities! We are centrally located in Iowa in a beautiful town called Marshalltown. Our district has over 5,000 students and roughly 900 full- and part-time employees. Our 6 elementary schools (one dual language), one intermediate school, one middle school, one high school, and one alternative high school educate some of the brightest, most creative, and culturally diverse minds in the state. Frequent positive feedback we hear from our staff and families is that Marshalltown's size allows for ample participation in District and community groups and events. We would love to have you join the team! Learn more about why we're proud to be Bobcats HERE in this 90 second video. We are seeking a Special Education Strat II LD/BD Teacher. Job description is HERE. Up to a $2,500 reimbursement for qualified moving expenses. Pay: Minimum annual salary is approximately $48,353. Candidates will be placed on a salary schedule in accordance with education and experience. See the salary schedule HERE. Applications accepted online only. For specific questions about this position, please call ************. It is the policy of the Marshalltown Community School District not to illegally discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact the district's Equity Coordinator, Jacque Wyant, Director of Human Resources, 1002 South 3rd Ave, Marshalltown, IA 50158. Telephone ************. *****************************.

Middle School/Special Education Date Available: August, 2026 Closing Date: Until Filled SOUTHEAST POLK COMMUNITY SCHOOL DISTRICT Title: Special Education Teacher - Strat I Location: Middle School Qualifications: 1. Minimum Provisional Certificate issued by the Iowa Department of Education. 2. Minimum BA/BS degree endorsed to meet the needs of the specific assignment. 3. Demonstrated proficiency to perform specific assignment. 4. Preference given to successful experience at assignment/subject/level. 5. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. Reports to: Building Principal Supervises: Students, Teacher Associates and Volunteers as assigned. Performance Responsibilities: 1. Instruct assigned classes in the locations and at the times designated. 2. Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. 4. Prepare for classes assigned, and show written evidence of preparation upon request of immediate supervisor. 5. Encourage students to set and maintain standards of classroom behavior. 6. Guide the learning process toward the achievement of curriculum goals and, in harmony with the goals, establish clear objectives for all lessons, units, projects, and the like to communicate these objectives to students. 7. Employ a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. 8. Participate in curriculum writing, staff development, and professional development as required. 9. Strive to implement by instruction and action the district's policies, philosophy of education, and instructional goals and objectives. 10. Assess the accomplishments of students on a regular basis, provide progress reports as required, and implement required district standardized testing. 11. Diagnose the learning needs of students on a regular basis, seeking the assistance of district specialists as required. 12. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 13. Supervise pupils in out-of-classroom activities during the assigned working day. 14. Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation. 15. Assist the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develop reasonable rules of classroom behavior and procedure, and maintain order in the classroom in a fair and just manner. 16. Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. 17. Plan and supervise purposeful assignments for teacher aide(s) and volunteer(s) and cooperate with the principal and/or department facilitators to monitor their job performance. 18. Strive to maintain and improve professional competence. 19. Attend staff meetings and serve on staff committees as required. 20. Accept such alternatives to the duties above that the Board finds acceptable. 21. Other duties as assigned. Physical Requirements: Bending, carrying, climbing, driving, lifting, pushing-pulling, reaching, sitting, standing, walking. Terms of Employment: 1. Days of employment: 180 student days, 10 in-service days, 5 holidays, 8 hour work day. 2. As outlined in the negotiated SEPEA/Southeast Polk School agreement. Evaluation: Performance of this job will be evaluated by the building principal according to the guidelines of the master contract. Disclaimer: The statements of this job description are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required of personnel in this position. These statements are not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his or her supervision. It is the policy of the Southeast Polk Community School District not to illegally discriminate on the basis of race, color, national origin, gender, disability, religion, creed, age (for employment), marital status (for programs), genetic information (for employment), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact, Joseph M. Horton, Deputy Superintendent, Equal Opportunity Coordinator and Title IX Coordinator, Southeast Polk District Office, 8031 NE University Ave., Pleasant Hill, IA 50327, **************, *******************************. Inquiries or grievances may also be directed to the Iowa Civil Rights Commission, Des Moines, IA, 50319-0201, **************; or the U.S. Department of Education, Region VII Office of Civil Rights, 500 West Madison Street, Suite 1475, Chicago IL 60661.

Student Support Services/LD/ED Teacher Boone Community School District's mission is to foster academic and extracurricular excellence through the Portrait of a Graduate pillars. We are committed to providing every student with rigorous and enriching educational opportunities within a safe, supportive, and collaborative environment. Our goal is to nurture the development of productive, caring, and engaged citizens who are equipped to thrive in a dynamic world. We are not only committed to being an equal opportunity employer, but also actively strives to create a diverse workforce that reflects the demographics of its students and community, prioritizing a variety of backgrounds, perspectives, and skills within its teams. Expect the BEST...Achieve SUCCESS! Title: Special Education Teacher Reports To: Building Principal Work Year: 187 Days SUMMARY: A Level III Special Education Teacher is responsible for designing and implementing highly individualized instruction for students with diverse learning, social, and behavioral needs. This role requires advanced expertise in developing and modifying curriculum; writing and implementing Individualized Education Plans; and facilitating behavior intervention plans (BIPs). The special education teacher will manage a student roster, ensure compliance with all IDEA regulations, and facilitate meaningful student progress toward IEP goals. Strong skills in crisis intervention, data-driven decision-making, and coaching educational associates are essential for success. EDUCATION AND RELATED WORK EXPERIENCE: Bachelor's degree from an accredited university Teaching credential/certificate/license for corresponding age/grade level issued by the BOEE TECHNICAL SKILLS, KNOWLEDGE, AND ABILITIES: Highly developed oral and written communication skills. Ability to build relationships effectively and professionally with families and students. Experience developing and implementing curriculum. Physical ability to handle frequent sitting, stooping, bending, pushing, pulling, and moving throughout the room. Proven ability to maintain a safe and studious classroom environment. Demonstrated ability to develop and implement age-appropriate curriculum. Ability to collaborate within the school and instructional setting. Demonstrated desire to be a life-long learner. ESSENTIAL DUTIES AND RESPONSIBILITIES: Listed below are the essential tasks required for this job. Job Tasks Descriptions 1. Create instructional resources for use in the classroom and by team members. 2. Prepare, plan, and deliver instructional activities. 3. Create a positive educational learning environment. 4. Develop curriculum and essential standards to meet student learning goals and instructional activities. 5. Prepare lesson materials, grade papers, manage the classroom, and evaluate and give feedback to students. 6. Exercise open and respectful communication with families, co-workers, supervisors, and other school staff. 7. Measure progress and accomplishments of students towards their academic achievements on a regular basis and provide progress reports as required. 8. Create and keep records on attendance, accidents, incidents, and other noteworthy events in accordance with licensing guidelines and program policies. 9. Attend workshops and training, in district and within the state, in order to further advance professional development. 10. Stay up to date with learning strategies and current opportunities for students. 11. Utilize curriculum to incorporate diverse intellectual, cultural, and linguistic backgrounds of the students served. 12. Manage student behavior in accordance with outlined guidelines. 13. Work collaboratively with grade level, subject area, and building teachers to enhance learning opportunities for students. 14. Collaborate with teacher team to contribute to the professional learning and development of themselves and their fellow colleagues 15. Provide a safe, thriving, and respectful environment for all students in the classroom and on the school campus 16. Special Education Responsibilities: Assess students' skills and determine their educational needs Adapt general lessons to meet students' needs Develop Individualized Education Programs (IEPs) for each student with the IEP Team Plan activities that are specific to each student's abilities Teach and mentor students as a class, in small groups, and one-on-one Implement IEPs, assess students' performance, and track their progress Update IEPs throughout the school year to reflect students' progress and goals Work collaboratively in with general education teachers in support of student IEP needs When appropriate co-teach in the general education classroom Discuss students' progress with parents, other teachers, counselors, and administrators Supervise and mentor teacher assistants who work with students with disabilities Prepare and help students transition from grade to grade and prepare for postsecondary transition 16. Perform other duties as assigned. PHYSICAL REQUIREMENTS AND WORKING CONDITIONS: PHYSICAL ACTIVITIES Amount of Time None Under 1/3 1/3 to 2/3 Over 2/3 Stand . . .X Walk . .X . Sit . .X . PHYSICAL ACTIVITIES Amount of Time None Under 1/3 1/3 to 2/3 Over 2/3 Reach with hands and arms . X . . Climb or balance X . . . Stoop, kneel, crouch, or crawl . X . . Talk . . . X Hear . . . X Taste X . . . Smell X . . . WEIGHT AND FORCE DEMANDS Amount of Time None Under 1/3 1/3 to 2/3 Over 2/3 Up to 10 pounds . .X . Up to 25 pounds . .X . Up to 50 pounds . X . . Up to 100 pounds X . . . More than 100 pounds X . . . MENTAL FUNCTIONS Amount of Time None Under 1/3 1/3 to 2/3 Over 2/3 Compare . . . X Analyze . . . X Communicate . . . X Copy . . . X Coordinate . . . X Instruct . . . X Compute . . . X Synthesize . . . X Evaluate . . . X Use Interpersonal Skills . . . X Compile . . . X Negotiate . . . X WORK ENVIRONMENT Amount of Time None Under 1/3 1/3 to 2/3 Over 2/3 Wet or humid conditions (non-weather) X . . . Work near moving mechanical parts X . . . Work in high, precarious places X . . . Fumes or airborne particles X . . . Toxic or caustic chemicals X . . . Outdoor weather conditions X . . . Extreme cold (non-weather) X . . . Extreme heat (non-weather) X . . . Risk of electrical shock X . . . Work with explosives X . . . Risk of radiation X . . . Vibration X . . . VISION DEMANDS REQUIRED TO PERFORM ESSENTIAL FUNCTIONS OF THE JOB No special vision requirements . Close vision (clear vision at 20 inches or less) X Distance vision (clear vision at 20 feet or more) X Color vision (ability to identify and distinguish colors) . Peripheral vision . Depth perception . Ability to adjust focus . NOISE LEVEL Level of noise typical in the work environment for this job Very quiet . Quiet X Moderate X Loud . Very loud . Boone Community School District is an equal opportunity employer. If you have questions or a grievance, contact the BCSD Equity Coordinator Mrs. Jill Janes, **********************, at BCSD, 500 7th Street, Boone, Iowa 50036; **************.

Join a Childcare Team That Truly Makes a Difference At Children & Families of Iowa, you'll find more than a childcare job, you'll find a place where your work changes lives. We're not your typical childcare center. Our programs go beyond playtime, we integrate behavioral health support, physical and occupational therapy, and educational tools to help every child thrive. You'll be part of a compassionate, multidisciplinary team that helps kids succeed at school and in life. Whether you're studying early childhood education or already in the field, we offer flexible hours so you can build your career and your future. What's In It For You Recharge and rest with 80 hours of vacation after just 90 days Take care of yourself with up to 480 hours of paid sick time and 8 paid holidays Enjoy peace of mind with full medical, dental, and vision coverage Plan for your future with company-provided life insurance and a 401(k) with company match Grow your security with short-term and long-term disability coverage Get support when you need it through our Employee Assistance Program (EAP) Earn extra rewards through our Employee Referral Program You'll also benefit from ongoing professional partnerships with colleges specializing in early childhood education, perfect if you're continuing your studies or want to expand your skills. What You'll Do (and Why It Matters) Inspire and engage children with creative, hands-on programs, including those with special needs or who've experienced trauma Build meaningful connections that help children grow socially, emotionally, and academically Design fun, educational activities like field trips and themed projects that let your creativity shine Make every day count by supporting each child's development in a safe, nurturing environment Here, your voice and ideas matter. You'll be part of a supportive, playful community that values both your heart and your expertise. Be Part of Something Extraordinary If you're passionate about helping children reach their full potential and want to work where your impact is seen every day, this is the place for you. Children & Families of Iowa does not discriminate on the basis of race, color, religion, gender, gender identity, sexual orientation, national origin, age, disability, or any other characteristic protected by law. We encourage individuals from all backgrounds to apply. Learn more about how we support families and communities: ************** Requirements What You'll Bring and What You'll Gain You'll need a high school diploma or GED and some childcare experience, because your hands-on skills make a real difference in a child's day. If you don't already have a Child Development Associate (CDA) credential, don't worry, we'll support you in earning one as you grow with us. Have or are working toward an Associate's Degree (AA) in Early Childhood Education? That's a big plus and can open doors for advancement. For our Early Head Start program (ages 6 weeks to 36 months), a CDA with Infant/Toddler coursework is required, or you can commit to completing it with our guidance and resources.

Assist in the provision of educational experiences for special education students by completing activities assigned by the special education supervising teacher and principal. QUALIFICATIONS: High School Diploma or equivalent Ability to relate to children with special needs Possess collaborative and interpersonal skills Successful completion of a criminal background check and physical capacity profile test required upon offer. PERFORMANCE RESPONSIBILITIES: Personal Performance Criteria Works well with others, maintaining positive and effective communication with school personnel and students Contributes to creating a positive work environment Demonstrates integrity and respects confidentiality Arrives on time and works consistently until the end of his/her scheduled day Takes advantage of professional growth opportunities related to his/her specific job Works independently and with confidence Demonstrates ability to grasp and adjust to new and changing situations Demonstrates initiative and ability to work without close supervision Professional Performance Criteria Assists in the supervision of students in the classroom and other areas of the school facility. This may include: bus arrival/dismissal transportation of students to and from school during contracted hours lunch and/or recess school related activities/field trips during contracted hours emergency drills/situations Assists staff in preparation of materials. This may include: Reproducing and preparing materials and equipment used in the classroom Correcting papers, workbooks, and tests Creating and preparing materials for bulletin boards Works with group or individual students in the daily routine of the classroom under the teacher's direction. This may include: Assisting teacher with classroom management and/or implementation of behavioral management plan(s) Assisting students with homework, tests, and/or seat work Assisting students with technology (audio visual, computer, adaptive educational equipment) Maintaining records for individual students Assisting in the integration of special education student in the regular classroom Assists group or individual students with personal care. This may include: Toileting - This may include lifting, transferring, garment removal, changing diapers, use of adaptive toileting equipment, and clean-up procedures. Feeding - This may include blending foods, serving students, and feeding through gastronomy tubes. Lifting - This will include use of proper lifting techniques when transferring students in and out of wheelchairs using two or three person lifts or lift equipment. Training for proper lifting techniques will be provided by the district. Distribution of Medication - Distribution of medications can only occur after training by nurse/medical personnel. General Hygiene - This will include assisting students in cleaning and removing excreted bodily fluids using appropriate safety precautions. Keeps teacher/administrator informed of all relevant student-related matters Maintains working knowledge and use of available technology Provides assistance to any student as need arises or as requested Provides relevant/requested information for development and implementation of IEP's for individual students Duties and responsibilities as requested by supervisor may vary from time to time Work Hours: 8:00 a.m. to 4:00 p.m. (Monday - Friday) Benefits Medical, dental, vision, life & LTD Iowa Public Employees Retirement System (IPERS) Flex spending accounts Employee assistance program Paid leave and holidays Tuition reimbursement

Substitute/Substitute Teacher

Elementary Support Staff/Paraprofessional/Aide Special Education District: Marion Independent School District JOB TITLE: Associate- Special Education REPORTS TO: Principal & Roster Teacher PURPOSE: Provide assistance to licensed instructional or support staff in the delivery of program specific services. Serves special education students, and school educational programs under the direction of licensed teaching staff. Assists to provide educationally based academic, social, emotional and behavioral programming which has been designed to meet the needs of students entitled to special education programming. DUTIES and RESPONSIBILITIES: Under the general direction of, and in conjunction with licensed staff: Assists to provide academic, behavior management, crisis intervention and/or other educational service support in structured individualized setting or group setting(s). Assists to provide individual and/or group instruction under the direction of the classroom teacher. Assists to implement, adapt or develop curriculum materials under the direction of the classroom teacher. Collaborates with the team in planning and implementing educational and behavioral interventions, social emotional and behavioral interventions for individuals and groups of students. Completes clerical duties related to educational programming, instruction and/or classroom management including, but not limited to, materials preparation, communications, and recordkeeping related to student attendance, performance, behavioral incidents, etc. Provides support and assists with supervision of children/students in various settings including but not limited to: the playground (K-8 only), in the lunchroom, restrooms,halls, media center and in those areas as requested. May be requested to participate in projects, committees or activities to support the mission of the special education program, building or school district. . Participates in staff development and professional growth activities as requested. Develops and maintains proper and adequate records and documentation in accordance with district policies and procedures. Support implementation of academic accommodations, modifications and/or specific plans as outlined in the students Individualized Education Plan (IEP) KNOWLEDGE, SKILLS and ABILITIES: Ability to communicate effectively and maintain effective working relationships. Ability to function effectively as a team member and work collaboratively with others. Ability and willingness to be flexible and respond to the changing needs of students and the district. Ability to handle information in a confidential manner. Ability to prioritize and coordinate multiple tasks. Ability to convey a positive and professional image to students, families and colleagues. Ability to provide crisis intervention support (after proper training). Ability to read and interpret documents, write reports and correspondence. Ability to use and integrate technology appropriately in daily work which includes, but is not limited to, application of basic computer skills to effectively use email, internet, word processing and ipad applications. Maintains positive professional relationships and behavior. WORKING CONDITIONS: 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. The noise level in the work environment can vary based on activities taking place. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical eight hour workday. The statements contained herein describe the scope of the responsibility and essential functions of this position, but should not be considered to be an all-inclusive listing of work requirements. Individuals may perform other duties as assigned. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time unless restricted by a negotiated contract. Equal Employment Opportunity The Marion Independent School District will provide equal opportunity to employees and applicants for employment in accordance with applicable equal employment opportunity and affirmative action laws, directives and regulations of federal, state and local governing bodies. Opportunity to all employees and applicants for employment includes hiring, placement, promotion, transfer or demotion, recruitment, advertising or solicitation for employment, treatment during employment, rates of pay or other forms of compensation, and layoff or termination. The school district will take affirmative action in major job categories where women, men, minorities and persons with disabilities are underrepresented. Employees will support and comply with the district's established equal employment opportunity and affirmative action policies. Employees will be given notice of this policy annually. The Board will appoint an affirmative action coordinator. The affirmative action coordinator will have the responsibility for drafting the affirmative action plan. The affirmative action plan will be reviewed by the Board at least every two years. Individuals who file an application with the school district will be given consideration for employment if they meet or exceed the qualifications set by the Board, administration, and the Iowa Department of Education for the position for which they apply. In employing individuals, the Board will consider the qualifications, credentials, and records of the applicants without regard to race, color, creed, sex, national origin, religion, age, sexual orientation, gender identity or disability. In keeping with the law, the Board will consider the veteran status of applicants. Prior to a final offer of employment the school district will perform the background checks required by law. Based upon the results of the background checks, the school district will determine whether an offer will be extended. If the candidate is a teacher who has an initial license from the BOEE, then the requirement for a background check is waived. The district will perform repeat background checks on applicable employees as required by law. Advertisements and notices for vacancies within the district will contain the following statement: "The Marion Independent School District is an EEO/AA employer." The statement will also appear on application forms. Inquiries by employees or applicants for employment regarding compliance with equal employment opportunity and affirmative action laws and policies, including but not limited to complaints of discrimination, will be directed to the Affirmative Action Coordinator by writing to the Affirmative Action Coordinator, Janelle Brouwer, Superintendent, Marion Independent School District, Marion , Iowa 52302; or by telephoning ************. Inquiries or complaints regarding sex discrimination may be referred to the District's Equity and Title IX Coordinator, Gretchen Kriegel, Assistant Superintendent, 777 South 15th Street, Marion Iowa, 52************-4691, ***********************. EQUAL EMPLOYMENT OPPORTUNITY Inquiries by employees or applicants for employment regarding compliance with equal employment opportunity and affirmative action laws and policies, including but not limited to complaints of discrimination, may also be directed in writing to the Equal Employment Opportunity Commissions, Milwaukee Area Office, Reuss Federal Plaza, 310 West Wisconsin Ave., Suite 800, Milwaukee, WI., 53203-2292, ************** or TTY **************. ********************************************* or the Iowa Civil Rights Commission, 400 E. 14th Street, Des Moines, Iowa, 50319-1004, ************** or **************, ************************************ This inquiry or complaint to the federal office may be done instead of, or in addition to, an inquiry or complaint at the local level.

Hours: Monday, Tuesday, Thursday, Friday: 8:30am - 12:00pm OR 12:30pm - 4:00pm High School Diploma, preferred Experience as an associate preferred Performance Responsibilities: Works with individual students or small groups of students to reinforce learning of material or skills initially introduced by the teacher. Commits to ongoing professional growth to support the unique needs of individual students. Assists with accurate data collection. Maintains the same high level of ethical behavior and confidentiality of information about students as is expected of fully licensed teachers. Serves as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assists with wash-up and toilet routines. Assists with lunch, snack, and cleanup routines. Reads to students, listens to students read, and participates in other forms of oral communication with students. Assists with such large group and small group activities. Assists with the supervision of the students during emergency drills, assemblies, play periods, and field trips. Guides independent work, enrichment work, and remedial work set up and assigned by the teacher. Maximizes use of time throughout the day. Implements behavior support plan. Distributes and collects workbooks, papers, and other materials for instruction. Operates and cares for equipment used in the classroom for instructional purposes. Supports PBIS (Positive Behavioral Interventions and Supports) for all students in all settings. Demonstrates collaborative skills in a team environment. Demonstrates effective communication skills. Supports generalization of skills in an integrated setting. Assists the teacher in devising strategies for reinforcing material or skills based on a sympathetic understanding of individual students, their needs, interests and abilities. Physical Demands: The Special Education Associate job demands require: occasional maximum lift of 25 lbs from floor to waist; occasional maximum carry of 25 lbs for 30 ft; occasional maximum horizontal push/pull force of 40 lbs; occasional grip force of 30 lbs; frequent bend; frequent crouch; frequent neck rotation; frequent trunk rotation; frequent standing; frequent walking; occasional forward reach; occasional overhead reach; occasional lateral/sideways reach; occasional hand coordination; occasional fine motor coordination; occasional sitting; occasional crouch/kneel. Benefits included: IPERS retirement account Generous leave package including personal leave, sick leave, family sick leave, and bereavement leave

JOB TITLE - Special Education Associate LOCATION - The location for this specific position will be determined by the Director of Special Education based on student needs and will be communicated to applicants at the time of hire. Candidates will have the option to indicate location of preference during the application process. CLASSIFICATION - Classified FLSA STATUS - Non-Exempt IMMEDIATE SUPERVISOR - Building Principal RECEIVES GUIDANCE FROM - Building administrators, district leadership PURPOSE OF THE POSITION - Under general supervision, provide supervision for students across the school day - practicing skills with small groups of students, providing supervision for lunch and recess, and working collaboratively with a team to meet the needs of a building. Please review the UCSD Actions of Excellence to gain an understanding of the expectations for UCSD employees. QUALIFICATIONS - (Skills, Knowledge, Abilities, Education, Certification/Licensure, Experience, Equipment) Skills, Knowledge, and Abilities Ability to work with students with special needs on a daily basis. Ability to react quickly and calmly when an emergency arises. Knowledge of IEP procedures, physical therapy, and occupational therapy programs. Knowledge of how to use assistive devices such as wheelchairs and walkers. Ability to communicate with extreme patience to students with special needs or behavioral problems. Ability to work with individuals towards IEP goals. Ability to explain and participate in daily activities. Ability to interact in a positive manner with students, faculty, parents, and other staff members. Education High School Diploma or equivalent required. Experience Some experience with children with special needs preferred. Equipment Office equipment such as computers, two-way radios, multi-line phone system, cell phone, copier, and fax machines. ESSENTIAL DUTIES AND RESPONSIBILITIES - The following duties are normal for this position. These are not to be construed as exclusive or all inclusive. Other duties may be required and assigned. Accompany students with special needs to classes, lunch, and possible community-based outside trips to work on daily living, career, and leisure skills. Provide instructional assistance to students in subjects when needed. Administer physical and/or occupational therapy programs, where appropriate, when trained by classroom and/or education agency therapists. Assist with mobility needs such as repositioning, loading and unloading onto the bus, as well as transporting students around the school. Assist students with self-care when appropriate. Attend district seminars and classes, as well as professional training. Assist with programs the teacher has created for educational purposes. Report incidents of an unusual nature to teacher and principal. Maintain student work area in a neat and orderly manner. Knowledge of emergency procedures for building and classroom. Maintain a reliable attendance record. Maintain confidentiality. Other duties as assigned. SUPERVISION OF OTHERS - None PHYSICAL REQUIREMENTS - Repetitious bending, lifting, and hand movement. Ability to work while standing, moving and/or walking. Drug, tobacco, and alcohol-free while working. Must be able to see and hear within normal limits with or without corrective lenses or hearing aids. Ability to operate a motor vehicle used to travel between sites. WORKING CONDITIONS - Majority of work is performed in an office or school setting. Occasional meetings outside the school day. Occasional exposure to body fluids, fumes, noise, and hazardous materials and emergency situations. TERMS OF EMPLOYMENT - At-Will Employee Letter of Assignment Per Board Policies and administrative guidelines Performance evaluated annually

Knoxville Community School District seeks to fill the following anticipated vacancy for the 2025-2026 school year: Special Education Associate/Paraeducator Knoxville Community School District is a proud 3A district located in the heart of Marion County. Home to the world-famous Knoxville Raceway and the scenic beauty of Lake Red Rock. Our district is rooted in a strong sense of community and guided by our core values: Lead. Commit. Achieve. At KCSD, we believe in empowering staff to lead with purpose, commit to continuous growth, and achieve excellence together. We offer a supportive and collaborative work environment where innovation is encouraged and professional development is a priority. Employees enjoy competitive compensation, comprehensive benefits, and the opportunity to make a meaningful impact every day. Join a team where your work is valued, your growth is supported, and your success is celebrated. Knoxville Community School District is an equal opportunity employer.

Provide one-on-one and small group assistance to students with special needs. Qualifications: High School Diploma or GED Ability to relate to all children regardless of needs and/or abilities Possess collaborative and interpersonal skills Successful completion of a criminal background check and physical capacity profile test will be required upon offer. PERFORMANCE RESPONSIBILITIES: PERSONAL PERFORMANCE CRITERIA Works well with others, maintaining positive and effective communication with school personnel and students Contributes to creating a positive work environment Demonstrates integrity and respects confidentiality Arrives on time and works consistently until the end of his/her scheduled day Takes advantage of professional growth opportunities related to his/her specific job Works independently and with confidence Demonstrates ability to grasp and adjust to new and changing situations Demonstrates initiative and ability to work without close supervision PROFESSIONAL PERFORMANCE CRITERIA Assists in the supervision of students in the classroom and other areas of the school facility. This may include: Bus arrival/dismissal Lunch and/or recess School related activities/field trips during contracted hours Emergency drills/situations Assists staff in preparation of materials. This may include: Reproducing and preparing materials and equipment used in the classroom Correcting papers, workbooks, and tests Creating and preparing materials for bulletin boards Works with group or individual students in the daily routine of the classroom under the teacher's direction. May include: Assisting teacher with classroom management and/or implementation of behavioral management plan(s) Assisting students with homework, tests, and/or seat work Assisting students with technology (audio visual, computer, adaptive educational equipment) Maintaining records for individual students Reports relevant matters to the building administrator(s) or designee Keeps teacher(s) informed of all relevant student-related matters Assists the office staff when needed Records attendance and lunch count at the beginning of each kindergarten class and reports information to the office Assists in the integration of special education students in the regular classroom Assists any student as need arises or as requested Provides relevant/requested information for development and implementation of IEP's for individual students Maintains working knowledge and use of available technology Maintains appropriate health and safety standards Duties and responsibilities as requested by supervisor may vary from time to time Work Hours: 7:30 a.m. to 3:30 p.m. (Monday - Friday) Benefits: Medical, dental, vision, life & LTD Iowa Public Employees Retirement System (IPERS) Flex spending accounts Employee assistance program Paid leave and holidays Tuition reimbursement

HS Support Staff/Paraprofessional/Aide Special Education District: Marion Independent School District Marion Independent School District Job Title: Special Education Associate Reports to: Building Principal Date Revised: July 2019 Basic Function: Provides support for individual or small groups of students with instructional, physical, or behavior needs that require additional adult assistance. Supports the licensed instructional or support staff in the provision of special education support and services. Under the direction of licensed staff, assists to provide instructional, social-emotional, and behavioral programming which has been designed to meet each individual's unique educational needs. Essential Functions: Under the direction, and in conjunction with licensed staff members: Assists to provide academic, behavior management, crisis intervention and/or other educational service support in structured individual or group settings. Assists to provide individual and/or group instruction under the direction of the certified teacher. Collaborates with the team in planning and implementing educational, social-emotional, and behavioral interventions for individuals and groups of students. Provides support and assists with supervision of students in various settings. Supervise students in the lunchroom, restrooms, halls, playground and other areas as directed. Monitor classes during teacher absences of short duration. Assist in preparation, implementation, and adaptation of instructional materials as directed by teacher. Completes clerical duties related to educational programming, instruction and/or classroom management including, but not limited to, materials preparation, communications, and recordkeeping related to student attendance, performance, behavioral incidents, etc. Assist in field trips as directed by the teacher. Additional Responsibilities and Skills: Demonstrate patience with and care for students; utilizing firmness, friendliness and fairness. Maintain confidentiality. Participate in projects, committees, or activities to support the mission of the program, building, or district. Convey a positive and professional image to students, families, and colleagues. Communicate effectively and maintain effective, professional, and collaborative working relationships. Maintain flexibility in responding to the changing needs of students and the district. Demonstrate an ability to prioritize and coordinate multiple tasks at a given time. Use and integrate technology appropriately in daily work which includes, but is not limited to, application of basic computer skills to effectively use email, internet, and word processing. Know emergency procedures for the building and classrooms within which you work. Report incidents of unusual nature to teachers and principal. Participate in staff development and professional growth activities provided by the district. Serve as a member of the building crisis response team as requested. Follow district policies. Specifications/Qualifications: Education & Experience: HS diploma or equivalent, previous experience working in a school setting preferred Background Check On-the-job training provided as a benefit of employment: Crisis Prevention Intervention (CPI) training OSHA required certificate Para-Educator Certification- 1 course/year for 3 years paid by District- pay increase with Para-Educator Certificate Trauma-informed care and similar district-led sessions regarding social-emotional learning Physical Requirements: 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 frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc. Working Conditions: 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. The noise level in the work environment is can vary based on activities taking place. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical eight hour workday. The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors when supervising students outside of the classroom. The statements contained herein describe the scope of the responsibility and essential functions of this position, but should not be considered to be an all-inclusive listing of work requirements. Individuals may perform other duties as assigned. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time unless restricted by a negotiated contract. Equal Employment Opportunity The Marion Independent School District will provide equal opportunity to employees and applicants for employment in accordance with applicable equal employment opportunity and affirmative action laws, directives and regulations of federal, state and local governing bodies. Opportunity to all employees and applicants for employment includes hiring, placement, promotion, transfer or demotion, recruitment, advertising or solicitation for employment, treatment during employment, rates of pay or other forms of compensation, and layoff or termination. The school district will take affirmative action in major job categories where women, men, minorities and persons with disabilities are underrepresented. Employees will support and comply with the district's established equal employment opportunity and affirmative action policies. Employees will be given notice of this policy annually. The Board will appoint an affirmative action coordinator. The affirmative action coordinator will have the responsibility for drafting the affirmative action plan. The affirmative action plan will be reviewed by the Board at least every two years. Individuals who file an application with the school district will be given consideration for employment if they meet or exceed the qualifications set by the Board, administration, and the Iowa Department of Education for the position for which they apply. In employing individuals, the Board will consider the qualifications, credentials, and records of the applicants without regard to race, color, creed, sex, national origin, religion, age, sexual orientation, or disability. In keeping with the law, the Board will consider the veteran status of applicants. Prior to a final offer of employment the school district will perform the background checks required by law. Based upon the results of the background checks, the school district will determine whether an offer will be extended. If the candidate is a teacher who has an initial license from the BOEE, then the requirement for a background check is waived. The district will perform repeat background checks on applicable employees as required by law. Advertisements and notices for vacancies within the district will contain the following statement: "The Marion Independent School District is an EEO/AA employer." The statement will also appear on application forms. Inquiries by employees or applicants for employment regarding compliance with equal employment opportunity and affirmative action laws and policies, including but not limited to complaints of discrimination, will be directed to the Affirmative Action Coordinator by writing to the Affirmative Action Coordinator, Janelle Brouwer, Superintendent, Marion Independent School District, Marion , Iowa 52302; or by telephoning ************. Inquiries or complaints regarding sex discrimination may be referred to the District's Equity and Title IX Coordinator, Gretchen Kriegel, Assistant Superintendent, 777 South 15th Street, Marion Iowa, 52************-4691, ***********************. EQUAL EMPLOYMENT OPPORTUNITY Inquiries by employees or applicants for employment regarding compliance with equal employment opportunity and affirmative action laws and policies, including but not limited to complaints of discrimination, may also be directed in writing to the Equal Employment Opportunity Commissions, Milwaukee Area Office, Reuss Federal Plaza, 310 West Wisconsin Ave., Suite 800, Milwaukee, WI., 53203-2292, ************** or TTY **************. ********************************************* or the Iowa Civil Rights Commission, 400 E. 14th Street, Des Moines, Iowa, 50319-1004, ************** or **************, ************************************ This inquiry or complaint to the federal office may be done instead of, or in addition to, an inquiry or complaint at the local level. Further information and copies of the procedures for filing a complaint are available in the school district's central administrative office and the administrative office in each attendance center.

Associate, Special Education Department: Special Education Reports To: Principal, Special Education Teacher Provides assistance and supports to students under the direct supervision of certified personnel. ESSENTIAL DUTIES AND RESPONSIBILITIES: Essential duties must be performed on site. Other duties may be assigned. Reports to work as scheduled on a regular and reliable basis. Supervises and monitors students in a variety of settings and accompanies them as they move about the building. Assist certified personnel in organizing and maintaining physical spaces. Assist certified personnel in implementing students' Individualized Education Programs (IEPs). Facilitates the integration of entitled students in typical classrooms and provides social, behavioral, and academic supports in the general education setting, under the direction of certified personnel. Assists in presentation of learning materials and instructional exercises in compliance with the student's IEP. Reviews lessons and provides drill and practice opportunities for individual and groups of students. Assists students in generalizing and reinforcing skills across settings. Provides communication and social skills supports. Assists certified personnel in preparing and implementing accommodations and modifications prescribed by students' IEPs Assists certified staff in the preparation of materials. This may include reproducing and preparing materials and equipment used in the classroom; correcting papers, workbooks and tests; and creating and preparing materials for bulletin boards. Assists certified personnel in the collection and recording of progress monitoring data using metrics prescribed by students' IEPs. Assist certified personnel in implementing Behavior Intervention Plans (BIPs) and support students in meeting expectations for appropriate behavior. Demonstrate collegiality, cooperation and professionalism in working with a variety of school personnel, students, parents and other stakeholders. Uses specialized equipment, including computers, mobility devices, augmentative communicators, pencil grips and other devices, to support the unique needs and abilities of entitled students. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities daily. Works as a team member on building level committee and collegial activities within the building and District. Maintains accurate, complete, and correct records as required by law, district policy and administrative regulations. Meets core expectations for all staff reflected in Iowa Administrative Code, Board Policy, and the district performance evaluation system. SUPERVISORY RESPONSIBILITIES: Supervises students during all school-related activities. QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE: High school diploma. OTHER FUNCTIONS: Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the school. JOB REQUIREMENTS: Minimum Qualifications SKILLS, KNOWLEDGE AND ABILITIES: SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices; operating equipment used in specialized health care equipment; operating assistive technology devices and equipment; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records. KNOWLEDGE is required to perform basic math, including calculations using fractions, percentages, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and solve practical problems. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: basic needs and behavior of children with severe physical, cognitive or vision disabilities; assistive technology devices; instructional procedures and practices; age appropriate student activities; safety practices and procedures; and basic child development theory and principles, as needed. ABILITY is required to schedule activities; gather and/or collate data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and utilize equipment under a variety of conditions for multiple purposes. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize a variety of job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data may require independent interpretation; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; working as part of a team; and working with constant interruptions. RESPONSIBILITIES: Responsibilities include: working under direct supervision using standardized procedures; leading, guiding, and/or coordinating others; and operating within a defined budget. There is a continual opportunity to significantly impact the organization's services. WORKING ENVIRONMENT: The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; frequent climbing and balancing; frequent stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 35% sitting, 30% walking, and 35% standing. The job is performed under conditions with some exposure to risk of injury and/or illness and in a clean atmosphere. EXPERIENCE: None specified EDUCATION: High school diploma/GED REQUIRED TESTING: None specified. CERTIFICATIONS: None specified CONTINUING EDUCATION/TRAINING: Prescribed training modules CLEARANCES: Criminal Fingerprint/Background Check Bloodborne Pathogens Training Seclusion and Restraint (i.e. Chapter 103) training Mandatory Reporter Training - Child and Dependent Adult Abuse Prescribed District Training Modules FLSA Status: Non-Exempt Salary: Associate Salary Schedule

Hours: 7 hours per day (including 30 minute unpaid lunch) High School diploma, preferred Experience as an associate, preferred Performance Criteria: Work with individual students or small groups of students to reinforce learning of material or skills initially introduced by the teacher. Assist the teacher in devising strategies for reinforcing material or skills based on a sympathetic understanding of individual students, their needs, interests and abilities. Support generalization of skills in an integrated setting. Demonstrate effective communication skills. Demonstrate collaborative skills in a team environment. Support PBIS (Positive Behavior Interventions and Support) for all students in all settings. Operate and care for equipment used in the classroom for instructional purposes. Distribute and collect workbooks, papers, and other materials for instruction. Implement a behavior support plan. Maximize use of time throughout the day. Guide independent work, enrichment work, and remedial work set up and assigned by the teacher. Assist with the supervision of the students during emergency drills, assemblies, play periods, and field trips. Assist with such large group and small group activities. Read to students, listen to students read, and participate in such other forms of oral communication with students. Assist with lunch, snack, and cleanup routines. Assist with wash-up and toilet routines if needed. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Maintain the same high level of ethical behavior and confidentiality of information about students as is expected of fully licensed teachers. Assist with accurate data collection. Commit to ongoing professional growth to support the unique needs of individual students. Other duties as assigned. Physical Demands: The Special Education Associate job demands require: occasional maximum lift of 25 lbs from floor to waist; occasional maximum carry of 25 lbs for 30 ft; occasional maximum horizontal push/pull force of 40 lbs; occasional grip force of 30 lbs; frequent bend; frequent crouch; frequent neck rotation; frequent trunk rotation; frequent standing; frequent walking; occasional forward reach; occasional overhead reach; occasional lateral/sideways reach; occasional hand coordination; occasional fine motor coordination; occasional sitting; occasional crouch/kneel. Benefits included: IPERS retirement account Health and Dental Insurance paid for the employee (spouse/family coverage available at an additional cost) Generous leave package including personal leave, sick leave, family sick leave, and bereavement leave

JOB TITLE - Early Childhood Special Education Associate CLASSIFICATION - Classified FLSA STATUS - Non-Exempt IMMEDIATE SUPERVISOR - Building Principal RECEIVES GUIDANCE FROM - Building administrators, district leadership PURPOSE OF THE POSITION - Under general supervision, provide supervision for students across the school day - practicing skills with small groups of students, providing supervision for lunch and recess, and working collaboratively with a team to meet the needs of a building. Please review the UCSD Actions of Excellence to gain an understanding of the expectations for UCSD employees. QUALIFICATIONS - (Skills, Knowledge, Abilities, Education, Certification/Licensure, Experience, Equipment) Skills, Knowledge, and Abilities Ability to work with students with special needs on a daily basis. Ability to react quickly and calmly when an emergency arises. Knowledge of IEP procedures, physical therapy, and occupational therapy programs. Knowledge of how to use assistive devices such as wheelchairs and walkers. Ability to communicate with extreme patience to students with special needs or behavioral problems. Ability to work with individuals towards IEP goals. Ability to explain and participate in daily activities. Ability to interact in a positive manner with students, faculty, parents, and other staff members. Education High School Diploma or equivalent required. Experience Some experience with children with special needs preferred. Equipment Office equipment such as computers, two-way radios, multi-line phone system, cell phone, copier, and fax machines. ESSENTIAL DUTIES AND RESPONSIBILITIES - The following duties are normal for this position. These are not to be construed as exclusive or all inclusive. Other duties may be required and assigned. Accompany students with special needs to classes, lunch, and possible community-based outside trips to work on daily living, career, and leisure skills. Provide instructional assistance to students in subjects when needed. Administer physical and/or occupational therapy programs, where appropriate, when trained by classroom and/or education agency therapists. Assist with mobility needs such as repositioning, loading and unloading onto the bus, as well as transporting students around the school. Assist students with self-care when appropriate. Attend district seminars and classes, as well as professional training. Assist with programs the teacher has created for educational purposes. Report incidents of an unusual nature to teacher and principal. Maintain student work area in a neat and orderly manner. Knowledge of emergency procedures for building and classroom. Maintain a reliable attendance record. Maintain confidentiality. Other duties as assigned. SUPERVISION OF OTHERS - None PHYSICAL REQUIREMENTS - Repetitious bending, lifting, and hand movement. Ability to work while standing, moving and/or walking. Drug, tobacco, and alcohol-free while working. Must be able to see and hear within normal limits with or without corrective lenses or hearing aids. Ability to operate a motor vehicle used to travel between sites. WORKING CONDITIONS - Majority of work is performed in an office or school setting. Occasional meetings outside the school day. Occasional exposure to body fluids, fumes, noise, and hazardous materials and emergency situations. TERMS OF EMPLOYMENT - At-Will Employee Letter of Assignment Per Board Policies and administrative guidelines Performance evaluated annually

Teacher Associate/Teacher Associate (Sp Ed) Date Available: As Soon As Possible Closing Date: Until Filled SOUTHEAST POLK COMMUNITY SCHOOL DISTRICT Title: Teacher Associate (Sp Ed - Lv III) Hours: 7:15 - 2:45 pm Location: Middle School Qualifications: Required: High School Diploma or GED Demonstrated ability to successfully work with the needs of all Pre-K thru 12 th Grade students. Successful completion of physical, criminal background and child abuse registry check, and pre-work screening at time of hire. Experience working in an educational setting. Ability to obtain required training, including but not limited to the following: certification to administer medication to students, American Heart or Red Cross First Aid/CPR certification, Crisis Prevention Institute Training (CPI) Ability to work with all students with diverse needs. Desired: Successful work or volunteer experience with disabled population Supervisory experience with school age children 48 credit hours post-secondary education or Para educator certification from the Iowa Department of Education Reports to: Building Principal and Director of Special Education Job Goal: To work under the supervision of teacher(s) or other licensed personnel who have the ultimate responsibility for the design and implementation of education and related service programs; to contribute to the social, emotional, and intellectual growth of children and youth. Performance Responsibilities: Assists with small groups and/or individual student instruction and supervision. Assists in maintaining a safe and orderly learning environment in a variety of school settings; i.e., classroom, lunchroom, playground, field trips. Assists with classroom set up and material preparation. Assists with physical or behavioral needs of individual students. Operates standard school equipment; i.e., computer, copier, audio-visual equipment. Completes clerical tasks as assigned. Uses standard universal health precautions. Reads and comprehends at the student's grade level or above. Practices being a positive motivator and able to develop working rapport with the student. Relates to and interacts with students using positive reinforcement and effective communication. Communicates effectively with all staff. Follows Kronos rules for clocking in and out. Follows IEP and teacher's directives. Does not get visibility upset by occasional bad language, threat of physical violence or personal habits of students. Practices patience and does not become easily discouraged. Helps student(s) to become one of the class. Maintains confidentiality and student privacy by only discussing student needs with staff that have an educational need to know the information. Reports to assigned center as scheduled. Implements daily activities (crafts, board games, activities, large group games or activities). Maintains a clean, sanitary, orderly and safe environment. Ensures the health and safety of the student at the building, on the outdoor play areas and on field trips. Is knowledgeable about program policies and procedures. Records behavioral incidents (time out, problem reports, accident reports, etc). Keeps all assigned paperwork up-to-date and submits in a timely manner (such as Medicaid, student academic or behavioral data) Serves as a positive role model for the students. Participates in home visits accompanied by the teacher when asked. Assists in the preparation, serving, and clean up of breakfast, lunch and snacks as needed. Attends required staff meetings. Maintains professional growth, current Mandatory Reporting Training, First Aid, CPR certification as required by state and federal regulations. Assumes duties and responsibilities as may be assigned by the Teacher or Principal. Completes annual Bloodborne Pathogens training. Physical Demands Must be capable of standing throughout the work day. Must present appropriate appearance and personal cleanliness suited to working in close proximity to school age children and adults. Must be able to work with interruptions during a work shift. Must be capable of working with students with different personalities, capabilities, and physical and mental limitations. Must be able to lift up to 50 pounds to waist level. Must be capable of carrying equipment or supplies weighing up to 25 pounds for a distance of 50 feet. Must be capable of standing, walking (at variable speeds and duration to include running) and changing positions quickly throughout the workday (to include sitting on and getting up from the floor, sitting at different levels when using adult or various child height chairs (ranging from 12” seat height and above and getting up from these chairs); maintaining sustained kneeling, crouching, bending, leaning down and leaning over postures up to 40 minutes at a time. Must be willing to come into contact with body fluids such as urine and feces, blood and nasal secretions and contagious diseases such as flu and the common cold. Must be capable of using cleaning and sanitizing chemicals with appropriate PPE. Must be capable of working in broad range of temperatures, humidity and other winter and summer environments. Must be capable of working in a noisy environment. Must have physical dexterity in limbs and digits necessary to physically interact with children in a playground and classroom environment. Note: The physical demands described above represent real life tasks an employee may need to perform as part of the essential functions of this job. While the frequency may be low, the above stated physical demands may be required during the course of a daily work shift. Tasks that have physical demands that exceed the above stated limits should only be performed with sufficient manpower or material handling equipment. Clothing: Outdoor clothing including coats, boots, gloves, and hat dependent on environmental conditions. Appropriate footwear for an environment where sharps, chemicals or body fluids may fall onto exposed skin. Evaluation: Performance of this job will be evaluated in accordance with provisions of Southeast Polk Board Policy. Terms of Employment: Employment based on need. Hours and number of days assigned as need requires. Disclaimer: The statements of this job description are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required of personnel in this position. These statements are not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his or her supervision. It is the policy of the Southeast Polk Community School District not to illegally discriminate on the basis of race, color, national origin, gender, disability, religion, creed, age (for employment), marital status (for programs), genetic information (for employment), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact, Joseph M. Horton, Deputy Superintendent, Equal Opportunity Coordinator and Title IX Coordinator, Southeast Polk District Office, 8031 NE University Ave., Pleasant Hill, IA 50327, **************,*******************************. Inquiries or grievances may also be directed to the Iowa Civil Rights Commission, Des Moines, IA, 50319-0201, **************; or the U.S. Department of Education, Region VII Office of Civil Rights, 500 West Madison Street, Suite 1475, Chicago IL 60661.

MS Support Staff/Paraprofessional/Aide Special Education District: Marion Independent School District JOB TITLE: Associate/Paraprofessional -Special Education REPORTS TO: Principal & Roster Teacher PURPOSE: Provide assistance to licensed instructional or support staff in the delivery of program specific services. Serves special education students, and school educational programs under the direction of licensed teaching staff. Assists in providing educationally based academic, social, emotional and behavioral programming which has been designed to meet the needs of students entitled to special education programming. DUTIES and RESPONSIBILITIES: Under the general direction of, and in conjunction with licensed staff: Assists in providing academic, behavior management, crisis intervention and/or other educational service support in a structured individualized setting or group setting(s). Assists in providing individual and/or group instruction under the direction of the classroom teacher. Assists in implementing, adapting or developing curriculum materials under the direction of the classroom teacher. Collaborates with the team in planning and implementing educational and behavioral interventions, social emotional and behavioral interventions for individuals and groups of students. Completes clerical duties related to educational programming, instruction and/or classroom management including, but not limited to, materials preparation, communications, and recordkeeping related to student attendance, performance, behavioral incidents, etc. Provides support and assists with supervision of children/students in various settings including but not limited to: the playground (K-8 only), in the lunchroom, restrooms,halls, media center and in those areas as requested. May be requested to participate in projects, committees or activities to support the mission of the special education program, building or school district. . Participates in staff development and professional growth activities as requested. Develops and maintains proper and adequate records and documentation in accordance with district policies and procedures. Support implementation of academic accommodations, modifications and/or specific plans as outlined in the students Individualized Education Plan (IEP) KNOWLEDGE, SKILLS and ABILITIES: Ability to communicate effectively and maintain effective working relationships. Ability to function effectively as a team member and work collaboratively with others. Ability and willingness to be flexible and respond to the changing needs of students and the district. Ability to handle information in a confidential manner. Ability to prioritize and coordinate multiple tasks. Ability to convey a positive and professional image to students, families and colleagues. Ability to provide crisis intervention support (after proper training). Ability to read and interpret documents, write reports and correspondence. Ability to use and integrate technology appropriately in daily work which includes, but is not limited to, application of basic computer skills to effectively use email, internet, word processing and ipad applications. Maintains positive professional relationships and behavior WORKING CONDITIONS: 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. The noise level in the work environment can vary based on activities taking place. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical eight hour workday. The statements contained herein describe the scope of responsibility and essential functions of this position, but should not be considered to be an all-inclusive listing of work requirements. Individuals may perform other duties as assigned. Nothing in this job description restricts the Board's right to assign or reassign duties and responsibilities to this job at any time unless restricted by law or a negotiated contract. The Marion Independent School District is an EEO/AA employer. EQUAL EMPLOYMENT OPPORTUNITY It is the policy of the Marion Independent School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. Additionally, the MISD does not discriminate in its education programs and activities, employment opportunities, or accommodations pursuant to Title IX, Section 504, and Title II, and on a continuous basis, reflects this policy in announcements, employment application forms, district policy, registration materials and student handbooks The District has established grievance procedures for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact: Equity Coordinator (for employment), Janelle Brouwer, Superintendent, 777 South 15th Street, Marion Iowa, 52302, ************ *********************** or Equity and Title IX Coordinator (for programs), Gretchen Kriegel, Assistant Superintendent, 777 South 15th Street, Marion Iowa, 52302, ************ ***********************. The Marion Independent School District is dedicated to supporting equity and the success of each child. We recognize we are a community of different cultures and identities, and we will promote an environment where all feel welcomed and can thrive. The District and its employees will foster a community where everyone belongs, will treat others with dignity and respect, and will encourage our community partners to do the same. Inquiries by employees or applicants for employment regarding compliance with equal employment opportunity and affirmative action laws and policies, including but not limited to complaints of discrimination, may also be directed in writing to the Equal Employment Opportunity Commissions, Milwaukee Area Office, Reuss Federal Plaza, 310 West Wisconsin Ave., Suite 800, Milwaukee, WI., 53203-2292, ************** or TTY **************. ********************************************* or the Iowa Civil Rights Commission, 400 E. 14th Street, Des Moines, Iowa, 50319-1004, ************** or **************, ************************************ This inquiry or complaint to the federal office may be done instead of, or in addition to, an inquiry or complaint at the local level. Further information and copies of the procedures for filing a complaint are available in the school district's central administrative office and the administrative office in each attendance center.