Math Teacher Jobs in Urbandale, IA

Waukee Community School District is an equal opportunity employer. Terms of Employment: 194 or 196 days, depending on experience within WCSD Valid State of Iowa teaching license. 5-12 Mathematics endorsement. Previous classroom teaching experience at the 10-12th grade levels. Performance Criteria: Create and maintain healthy relationships with students. Believe in, have experience with, and be able to demonstrate competence with the following principles for grading and assessment: Differentiation of instruction & assessment is necessary for students to grow and progress. Multiple data points are used to determine the summative grade. Course grades accurately communicate only academic achievement of the standards. Independent practice is meaningful, purposeful, and tied to standards. Students are given multiple opportunities to show proficiency through ongoing assessment. Demonstrate flexibility, high levels of motivation and enthusiasm when working with high school learners. Demonstrate an understanding of the elements of a Professional Learning Community (PLC) and by able to apply that understanding to a team situation. Understand and apply in professional practice the Waukee Framework for Meeting the Needs of All Students, highlighted by a commitment to: differentiating instruction for learners, meeting the needs of diverse learners, including all special populations. Understand and experience in using multiple teaching methods: co-teaching, collaborating, whole/small group and individualized instruction. Commit to ongoing professional growth and development as described in the Iowa Professional Development Standards and support of the Iowa Teaching Standards as the foundation from which to build that ongoing growth plan. Demonstrate an understanding of and ability to implement the RtI/MTSS process. Articulate oral and written communications. Serve and meet the expectations for being a WHS student advisor. Maintain accurate and timely grades and provide measurable and adequate feedback on student work.

Pella Christian High School is seeking a full-time Language Arts Teacher for the 2025-26 school year. The teacher in this position would preferably hold a Master's of Language Arts degree or a Bachelor's degree in Secondary Education with a Language Arts Endorsement and be able to obtain an Iowa Teaching License.

JOB TITLE: Teacher CLASSIFICATION: Certified FLSA STATUS: Exempt IMMEDIATE SUPERVISOR: Building Principal RECEIVES GUIDANCE FROM: Building Principal Please review the UCSD Actions of Excellence to gain an understanding of the expectations for UCSD employees. PURPOSE OF THE POSITION: Provide personalized learning that supports each student in acheiving their potential. Engages in professional growth and fulfills professional responsibilities. QUALIFICATIONS: (Skills, Knowledge, Abilities, Education, Certification/Licensure, Experience, Equipment) Skills, Knowledge, and Abilities: 1. Demonstrated application of effective instruction meeting student needs relative to district benchmarks and standards. 2. Knowledge of “best practice” in teaching. 3. Knowledge of the developmental characteristics of students at the designated grade level. 4. Ability to build effective relationships with stakeholders. 5. Knowledge of the Iowa Teaching Standards. 6. Knowledge of special education and section 504. 7. Knowledge of Federal Rights and Privacy Act and other civil rights regulations. 8. Ability to organize and think clearly while communicating, organizing and evaluating. Education: 1. Bachelor's Degree in Education or Board of Educational Examiners approved alternative. 2. Master's Degree in Mathematics preferred. Certification/Licensure: 1. Appropriate BOEE licensure. Equipment: 1. 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. 1. Demonstrates effective implementation of the eight Iowa Teaching Standards and 42 criteria. 2. Meets professional responsibilities as outlined in the Professional Growth Assessment Plan, Employee Handbook, and Board policy. 3. Develops, with supervisor, a plan for professional growth. 4. Maintain a reliable attendance record. 5. Perform 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 perfroemd 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: - Per Board Policies and the UEA Master Contract. - Performance evaluated per Board Policy and the Professional Growth Assessment Plan.

High school graduates and college students: apply today to be an Intern Teacher at Bright Horizons and grow your skills in the early childhood field! During this 8-week, full-time internship, you'll work in an early childhood classroom under the supervision and leadership of an early childhood educator who will help you practice and refine your skills. You'll have the opportunity to network and collaborate with peers across the country and learn from early childhood curriculum experts that will help guide your experience. Responsibilities: * Assist with hands-on activities to meet the needs and interests of the children * Actively participate in all classroom activities and complete required training * Ensure a safe and clean classroom by following essential procedures and guidelines Qualifications: Candidates must pass required state and company background checks, and meet state and company minimum education and experience requirements: * 18 years of age with a high school diploma or GED is required * Experience working in child care, daycare, or preschool settings is preferred * Must be available to work full-time hours (30+ hours per week) from June 9, 2025 - August 1, 2025. Join us to create a safe, nurturing environment that supports children's social, emotional, physical, and intellectual growth. Collaborate with a dynamic team to create engaging curriculum that shapes future learners and leaders. Discover where your passion and a career at Bright Horizons can lead you - all in an inclusive workplace where you can be you. Apply today and explore the possibilities! Physical Requirements: This position requires the employee to comply with all applicable federal, state, local, Bright Horizons', and client site requirements concerning immunizations, employment physical/screening, and health and safety training. If hired, you will work in person in an early education/preschool child care center to provide supervision, care, curriculum delivery and services per Bright Horizons' policies, procedures and guidance, in compliance with any applicable laws and regulations, and in a manner that will ensure the safety of children in Bright Horizons care and the employee. The full set of physical requirements for this role can be reviewed at **************************************************** Bright Horizons complies with all laws that require reasonable accommodations for qualifying disabilities and/or pregnancy-related limitations. Compensation: The hourly rate for this position is $12.00. The pay range listed here is what Bright Horizons in good faith anticipates offering for this job opening. Actual compensation offers within this range will depend on a variety of factors including experience, education and training, certifications, geography, and other relevant business or organizational factors. Life at Bright Horizons: Our people are the heart of our company. Because we're as committed to our own employees as we are to the children, families, and clients we serve, our collaborative workplaces are designed to grow careers and support personal lives. Come build a brighter future with us. Bright Horizons provides equal opportunity in all aspects of employment and does not discriminate against any individual on the basis of race, color, religion, sex, age, disability, sexual orientation, veteran status, national origin, genetic information, or any other characteristic protected under federal, state, or local law. Bright Horizons complies with the laws and regulations described in the following federal government resources: Know Your Rights, Family and Medical Leave Act (FMLA) and Employee Polygraph Protection Act (EPPA). If you require assistance or a reasonable accommodation in completing these application materials or any aspect of the application and hiring process, please contact the recruitment helpdesk at ************ or ****************************. Determinations on requests for reasonable accommodation will be made on a case-by-case basis.

High School Math & Science Teachers Wanted for Fun After-School Tutoring! Sylvan Learning Center is looking for fun, dedicated teachers and tutors to help and inspire students. We are currently looking for teachers and tutors who are able to teach Algebra, Geometry, Algebra II, and Pre-Calculus. Statistics, Calculus, and high-school sciences are a plus. As a Sylvan instructor, you will be tasked with working with students of all ages. While your primary focus will be helping high school students with their math homework, you may occasionally be called upon to work with late-elementary and middle school students with our pre-built curriculums. These are easy-to-teach, pre-planned lessons which involve explaining a topic to a student, and then having the student work independently using what they just learned. You will also play a key role in motivating and connecting with each student, so they feel inspired to learn. Benefits: • Competitive Pay for fun and easy work. • Paid training and opportunities for professional development. • Flexible part-time work hours. We work around your availability! • Come in, work for a couple of hours, and leave happy with no additional work to take home! • Fun, enjoyable, and relaxing work environment with lots of support from fellow teachers and staff! • Happy, understanding, and caring management. You will love working here! What you should know: • Each student will typically ask questions about their classwork or homework for the day. Sometimes they will need help preparing for a test. • For some students, you will use pre-planned lessons. They are straightforward, easy to manage, and fun to teach. • Teach students in a small group setting. There will be no more than 3 students per teacher. • Most teachers choose to work 2-5 days/week • We are open for instruction weekday afternoons, and Saturday mornings. • This is NOT a remote position Job Requirements: • Bachelor's Degree required, preferably in math or related field. • In addition to the traditional interview process, you will need to prove your skills by taking a math test that covers Algebra through Pre-Calculus. It should take about an hour. • You must enjoy teaching, working, and inspiring students. (We want you to be happy here!) • Being punctual is extremely important. You must be local and have reliable transportation. • Authorized to work in the United States without sponsorship.

Des Moines Christian School Teachers are student-focused professionals who fulfill the mission of DMC as the most significant school-related influence on student achievement. DMC teachers are supported and empowered through a shared vision of learning to foster a school culture of academic excellence and spiritual growth where learners flourish. The Math Support Teacher provides quality math instruction and targeted skill intervention to maximize each student's math potential. Through co-teaching and small group instruction, this support position provides expertise, intentional time and research-based strategies to students needing an additional system of support in the area of math. Position: Full-time Salaried, contracted employee Full-time Benefit Eligible / School Year Qualifications: Minimum of BS/BA in Education or related field. Special Education or Math Endorsement or related teaching experience is preferred. Applicable Iowa License (or is able to obtain for the position). Professing believer in Jesus Christ as Lord and Savior and committed to growing in relationship with Him. In agreement with the Des Moines Christian School Statement of Faith. In agreement with the Des Moines Christian School Biblical Convictions for Christian Education. Regularly attends and is actively involved in a church that affirms historic Christian orthodoxy (doctrine, faith, teaching, practice), consistent with the DMC Statement of Faith, through that church's public creed, confession, core beliefs, or statement of faith. Professional Profile: Committed to the mission of DMC: Equipping minds and nurturing hearts to impact the world for Christ. A teacher and learner at heart who loves students of all ages and exudes enthusiasm for shepherding the growth of children. Demonstrates consistent spiritual leadership. Characterized with integrity and maintains confidentiality. Utilizes critical thinking and problem-solving skills. Demonstrates effective verbal and written communication skills. Adapts communication style to suit different audiences. Demonstrates patience, care, and kindness for all learners and families. Demonstrated ability to work collaboratively as part of team. Responsibilities: Instructional Designs and implements targeted math interventions for students. Works cooperatively with classroom teachers, interpreting the abilities of the students, assisting in classroom intervention strategies and modifying general education curricula as necessary. Researches and implements best practice programming to support differentiated instruction. Co-teaches in the area of math to provide high-quality core classroom math instruction (Tier I) that matches the needs of each learner. Designs and implements small group targeted math interventions (Tier III) to maximize the potential of each child. Assessments & Data Analysis Assesses students with appropriate diagnostic tools and evaluates student's progress through the utilization of established procedures. Documents ongoing consultation with classroom teachers and maintains a record of modified instructional strategies and results for each student where appropriate. Collaboration Collaborates with the Student Support Team to evaluate student needs and develop appropriate program structure. Collaborates with the Area Education Agency for student evaluation. Participates in building level team and/or grade-level meetings, as appropriate. Responsibilities of all Teaching Positions: Ensures the DMC mission drives all curricular and extracurricular activities. Exhibits a love of teaching and a passion to see each student succeed. Integrates a biblical worldview in daily instruction that examines God's creation, man's brokenness, the redemption of Christ, and God's future restoration. Coupled with classroom discussion, faculty create formational learning experiences (FLEx) that engage students in real-world opportunities to impact the world for Christ. Develops trusting, productive relationships with students in order to create a safe, positive, and productive learning environment. Possesses knowledge about cognitive, social, and emotional development of learners including how students learn at any given developmental level, how students progress in a certain subject area, awareness of individual needs and abilities, how to tailor instruction to meet each learner's needs, and how to assess learning appropriate for the age and content area. Demonstrates expertise in a given content or subject area as well as knowledge of the standards, learning targets, and appropriate materials for the student age and content area. Solicits feedback from students to self-reflect on their own teaching, set goals for improvement, and grow in the craft of teaching. Engages in ongoing professional growth conversations with the Principal. Demonstrates patience, care, and kindness for all learners and families. Partners with parents through effective, consistent communication. Serves as a collaborative, productive team member who participates in professional learning communities, school events, department meetings, and other committee work that enhances the experience for faculty and students at Des Moines Christian School. All other duties as assigned.

Pleasantville Community School District seeks to fill the following anticipated vacancy for the 2025-2026 school year and beyond: 6th Grade Teacher A K-6 (102) endorsement is required. Pleasantville offers the close-knit, community feel of a smaller town, with the benefit of being just 25 minutes from downtown Des Moines. Join a great staff, students and supportive community at a progressive school district. This position offers competitive pay and excellent benefits. The position will remain open until filled. Pleasantville CSD is an EOE/AA employer. External candidates can find application materials on the Pleasantville CSD District Website or at the Teach Iowa website: ****************************** Internal applicants may apply using the Internal Application Procedures found on the staff portal. Please direct questions for this vacancy to: Tom Roff Elementary Principal *******************

There are over 7 billion people on this planet. And by 2050, there will be 2 billion more... many moving into urban centers at an unprecedented rate. Making sure there is enough food, fiber and infrastructure for our rapidly growing world is what we're all about at John Deere. And it's why we're investing in our people and our technology like never before! Here the world's brightest minds are tackling the world's biggest challenges. If you believe one person can make the world a better place, we'll put you to work. RIGHT NOW. _John Deere is an equal opportunity employer. All qualified applicants will receive consideration for employment without regards to, among other things, race, religion, color, national origin, sex, age, sexual orientation, gender identity or expression, status as a protected veteran, or status as a qualified individual with disability._ **Primary Location:** United States (US) - Iowa - Johnson, IA **Function:** Other **Title:** Part-Time Student - Communications - Johnston, IA - 110724 **Onsite/Remote:** Onsite Position **Note: Relocation assistance is not provided.** _The Part-Time Student Program is primarily designed to augment the Company's regular full-time staff and is for students who work in parallel to their school schedule_ **_YEAR-ROUND_** _._ **Your Responsibilities** As a **Part-Time Student - Communications** for **JD Aftermarket & Customer Support Center** located in **Johnston, IA** , you will: + Newsletters: Receive and source content for newsletters, including reporting and photos, and help create the layout and distribution for newsletters. + Photos and Video: Assist with photo and video shoots and post-production using company-approved editing software, such as Adobe Rush, Vyond, and other platforms. + Events: Assist with events, such as meetings, employee events, and other unit events. + Presentations: Provide support in laying out and sourcing photos and information for presentations as needed. + Brand: Ensure Deere's brand is applied on communications, print, and licensed products. + Other: Assists with other communication activities as needed. **This position is not available to students on immigration visas** **What Skills You Need** + Ideally you will be pursuing a degree in Communications; others may apply + Must be registered as a full-time student at an accredited university + Graduation date of Spring of 2026 or later + Cumulative GPA of 2.8 or above + Available to work 10-15 hours/week at the John Deere Johnston office during the academic year, more hours available during the summer. **What Makes You Stand Out** + Microsoft office skills + Ability to use or learn video editing software such as Vyond and Adobe Rush + High level of attention to detail and accuracy + Good interpersonal and team communication skills + Ability to plan, organize, and deploy projects on deadline + Graphic design skills a plus At John Deere, you are empowered to create a career that will take you to where you want to go while working in an inclusive team environment. Here, you'll enjoy the freedom to explore new projects, the support to think outside the box and the advanced tools and technology that foster innovation and achievement. Additionally, we offer a comprehensive reward package to help you get started on your new career path, including: + Flexible work arrangements + Highly competitive base pay and performance bonuses + Savings & Retirement benefits (401K and Defined Benefit Pension) + Healthcare benefits with a generous company contribution in the Health Savings Account + Adoption assistance + Employee Assistance Programs + Tuition assistance + Fitness subsidies and on-site gyms at specific Deere locations + Charitable contribution match + Employee Purchase Plan & numerous discount programs for personal use $15 - $40 hourly based on published rates for business function and education level. Follow this link to learn more about our Total Rewards Package ********************** The information contained herein is not intended to be an exhaustive list of all responsibilities and qualifications required of individuals performing the job. The qualifications detailed in this job description are not considered the minimum requirements necessary to perform the job, but rather as guidelines. The terms of the applicable benefit plans, and all company actions administering or interpreting these plans, continue to control. Deere & Company reserves the right to suspend, amend, modify, or terminate the Plan(s) in any manner at any time, including the right to modify or eliminate any cost-sharing between the company and participants. Changes, which can be made at any time, are made by action of the company's board of directors, or to the extent authorized by resolution of its board of directors, or by the Deere & Company Compensation Committee. In the event of a conflict between the language of the official Plan Documents and this document, the language of the official Plan Documents will control. ACA Section 1557 Nondiscrimination Notice _The John Deere Health Benefit Plans for Salaried Employees and The John Deere Benefit Plan for Wage Employees comply with applicable Federal civil rights laws and do not discriminate on the basis of race, religion, color, national origin, sex, age, sexual orientation, gender identity or expression, status as a protected veteran, or status as a qualified individual with disability._

Middle School Teaching/Mathematics Attachment(s): * MS Math.docx

Reports to - Building Principal District Information Van Meter Community School District has been identified as an Iowa Top Workplaces 2024 winner and is a progressive growing district located 10 miles west of West Des Moines. Van Meter is committed to developing a learning environment that is PERSONALIZED, INNOVATIVE, & GLOBAL. With excellent proximity to the Des Moines Metro area, the Van Meter Community School District offers the best of a small town community with quick access to all that the Des Moines area has to offer. District enrollment is approximately 1100 students, with one building, PreK-12. This unique opportunity for all students and staff to be in one building allows for many extended collaboration and community-building opportunities. The Van Meter Community School District offers a comprehensive benefits package, including IPERS. Employees with proof of existing health insurance can choose to receive a monthly cash stipend in lieu of insurance. Employees receive 15 days of sick leave each year, the opportunity to transfer up to 20 days of sick leave from a previous district, opportunities to exchange sick leave for personal days, and the opportunity to get paid $225 for unused personal days. Every Friday afternoon is an early out for professional development opportunities. Teacher flex work days are offered for certain professional development days during the school year. Van Meter High School is a 2022 National Blue Ribbon School and is the highest performing high school in the state according to the Iowa School Performance Profiles. Van Meter Community School District has been recognized by Apple as an Apple Distinguished School for its 1:1 program. It has also been identified as an Exemplar School by P21 for its commitment to providing a 21st Century learning environment. Van Meter CSD is an innovative district that has been a 1:1 laptop district for 15 years, uses standards based grading, project based learning, and a competency-based learning model to create a highly effective learning environment for students and staff. The district offers teachers a wide range of teacher leadership opportunities and is considered an excellent setting for innovative teacher leaders. Ideal candidates will be passionate about learning, willing to network and collaborate with peers, and be capable of providing the differentiated instruction needed for all students to be successful. Salary Experience honored, innovative performance based pay structure Minimum salary is $56,000 (negotiable based on current salary) Monthly cash stipend ($537) in lieu of health insurance if you already have health insurance coverage. Position Purpose Under the general supervision of the building principal, to facilitate student success and growth in academic and interpersonal skills through implementing district and state approved curriculum; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of individual students by creating a flexible, safe and optimal learning environment; and providing feedback to students, families, and administration regarding student progress, expectations, and goals. Qualifications and Personal Performance Criteria Demonstrates positive interpersonal relationships; works cooperatively with students, staff and the larger Van Meter Community. Projects a positive image as an educator in the Van Meter Community School District. Respects differing points of view. Demonstrates an understanding and acceptance of diverse backgrounds. Demonstrates a positive attitude and manages stress in a constructive manner. Contributes to a positive work environment. Works independently, demonstrates initiative. Essential Performance Responsibilities Develops and administers district and state approved curriculum consistent with school district goals and objectives. Promotes a classroom environment that is safe and conducive to individualized and small group instruction, and to student learning. Communicates learning goals to students and parents/families. Develops lesson plans to maximize learning opportunities in the classroom in order to meet the needs of all learners. Creates learning opportunities aligned with district standards and goals. Designs learning activities that utilize technology in a meaningful way. Conducts ongoing assessment of student learning, and differentiates instruction to meet individual student's needs. Conducts individual and small group instruction as needed. Provides meaningful feedback to students within a multi-tiered system of supports. Continues to acquire professional knowledge and learn current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research. Establishes a classroom environment that is fair and promotes learning. Organizes and maintains accurate records, grades, and reporting for all student activities, achievement, and attendance as required by district procedures and applicable laws. Encourages parental/family involvement in students' education and ensures effective communication with students and parents/families. Ensures that student conduct conforms to the school's standards and school district policies, and establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom. Collaborates with other professional staff members, especially within the grade level and department, to evaluate and assess curriculum. Supervises students in activities that take place out of the classroom during the school day, including activities involving school transportation. Administers standardized assessments in accordance with district testing policies. Performs other related tasks as assigned by the principal and other district office administrators as designated by the superintendent. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. LICENSES AND OTHER REQUIREMENTS: Bachelor's degree in a specialized field of education. Valid Iowa Teaching license with proper endorsement required. Successful completion of criminal background investigation. If you have questions about the position, please contact Van Meter Elementary Principal Cody Tibbetts at ****************************.

Teacher, Special Education Department: Special Education Reports To: Special Education Director, Principal 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

Elementary School Teaching District: Marion Independent School District TITLE: Teacher FLSA STATUS: Non-Exempt REPORTS TO: Building Principal TERMS OF EMPLOYMENT: Full Time, Salary PURPOSE: Prepares lesson plans aligned to Iowa Core and district-identified priority standards. Instructs students and evaluates progress through common formative and summative assessments. Provides a positive learning climate where students may seek fulfillment of their potential for growth through creativity and problem solving. Promotes the overall mission, vision, goals, and core values of the school system, and works to maximize the educational opportunities available to each student. MAJOR FUNCTIONS: Plan and implement instruction aligned to the Standards and students' individual education goals. Engage as an active learner and collaborator in Professional Learning Communities that work together to ensure high quality teaching and student learning. Evaluate and report student progress toward goals and general academic and behavioral growth according to District policies and practices. Maintain all required paperwork and submit assignments and reports on-time as directed by District Administrators and Supervisors. Implement and use classroom management techniques to maintain a safe, engaging, and productive environment that is conducive to learning and appropriate to the maturity and interests of students. Implement and use researched-based instructional strategies that motivate students and provide relevancy. Evaluate student performance and achievements in curriculum and activities, using formative assessment to adjust instruction to meet learning needs. Communicate with students and parents, informing them of evaluation methods andmpractices, student progress and instructional methods to support student academic, behavioral, and social-emotional growth and success. Direct and monitor the activities of special education associates and classroom volunteers. Use assessments to determine student mastery of academic standards and plan for interventions as needed. Pursue ongoing professional growth and development. Develop and maintain specific instructions for substitutes to support effective management and learning. Prepare for and participate in parent-teacher conferences. Prepare all reports required by the principal or district administration in a timely manner. Make suggestions for changes and improvements to the building principal or district administration. Establish a classroom community that is supportive of diversity and creates a sense of community and belonging. Engage in the evaluation process with a focus on continuous learning and professional growth. Perform other duties as assigned. SPECIFICATIONS/QUALIFICATIONS: Education & Experience: Bachelor's Degree required Valid Iowa Teaching License and appropriate endorsement(s) for the grade level(s) or academic courses to which assigned Mandatory Reporter: Child and Adult Dependent Abuse Certification Background Check 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 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 0-24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck or truck more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0-12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. 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. Noise level is quiet to loud. Work may be indoors and/or outdoors. Work may be in non-air conditioned rooms. Tobacco and alcohol-free environment. Fast-paced atmosphere with constant contact with students, staff, or the public. This position will require some evening responsibilities. Direct responsibility for the safety, well-being, and work output of students. The statements in this 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. Signature of Supervisor: ____________________________________ Date: _________________________ Signature of Employee: _____________________________________ Date: _________________________ **A signed copy of this job description will be placed in the employee's personnel file. 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.

The Ankeny Community School District (CSD) is renowned for its excellence across academics, athletics, the arts, and various activities. Situated in central Iowa, just 6 miles from Des Moines, Ankeny CSD caters to over 12,800 students from preschool through 12th grade, making it the 7th largest district in the state. With a strong reputation for its commitment to student success and a competitive salary and benefits package, Ankeny CSD is a standout choice for both educators and families seeking a high-quality educational environment. JDE: 4.40 Student Teacher Purpose Statement Student Teachers are representatives of their college or university and are guests in our district. The student teacher is both a learner and a teacher. The district partnership provides a platform for the student teacher to grow and develop in their professional capacity, while exercising some level of independence as an up and coming professional. Essential Functions Curriculum & Instruction: Become familiar with the Ankeny Community School District board approved curriculum. Compose and implement unit and daily lesson plans that align to the curriculum. Assess student progress to address the learning needs of students and its impact on instruction. Prepare materials, as assigned by mentor(s) to support the student-learning environment. Professionalism: Be a positive role model for all students by exhibiting good manners, habits, and language. Maintain a professional relationship with assigned mentor(s), teacher colleagues, building and district administration, students and families. Do not engage in social networking with students. Display professional attire and appearance. Exhibit a growth mindset by engaging in professional learning opportunities. Maintain confidentiality and privacy of students personally identifiable information (included but not limited to academic records, class lists, contact information, behavior information, etc) Follow all reasonable directives by the mentor(s), including attending individual student and parent meetings, PLC's, and parent-teacher conferences. The assigned mentor(s) is considered the immediate supervisor of the student teacher at all school activities, during the assigned placement. Adhere to all board policies and employee handbook regulations. Comply with the Board of Educational Examiners Professional Code of Conduct and Ethics. Other Functions Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution. Directs associates, student teachers, and/or volunteers for the purpose of providing an effective classroom program and addressing the needs of individual students. Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit. Working Environment Mental Demands/Physical Demands/Environmental Factors: The usual and customary methods of performing the position functions require the following physical demands: significant lifting, carrying, pushing, pulling, climbing, reaching, driving, standing and walking. Working conditions may include extreme temperatures and humidity. Hazards may include exposure to communicable diseases. This position requires one to maintain emotional control under stress. Responsibility Responsibilities include working under limited supervision using standardized practices and/or methods. Utilization of some resources from other work units is often required to perform position functions. There is some opportunity to significantly impact the organization's services. Clearances: Background Clearance Position Reports to: Host Teacher and Building Principal The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. Approved by: Justin Mohr Date: September 1st, 2024 Ankeny Community School District is an Equal Opportunity/Affirmative Action Employer. It is the policy of the District to provide equal employment opportunities and not to illegally discriminate on the basis of race, national origin, religion, sex, disability, sexual orientation, gender identity, color, age or marital status in its employment and personnel practices. The job categories where the representative groups are underrepresented.

Elementary School Teaching/Special Education Teacher Date Available: 08/01/2025 Closing Date: 03/28/2025 Job Title: Special Education Teacher Reports to: Building Principal Basic Function: To work with students with significant cognitive disabilities and/or physical disabilities who require modified curriculum and may require Iowa Alternate Assessment. To teach/work collaboratively with general education instructors in order to instruct students in learning strategies, functional routines and assist students in becoming more independent learners in order to enhance student learning, promote the overall efficiency of the school community, and maximize the educational opportunities available to each child. Essential Functions: Analyze curriculum and intervention assessment data to inform instruction in the areas of reading, math, writing and behavior. Provide individual and small group research-based instruction designed to meet individual needs of students based upon data that promotes academic, social and emotional growth. Develop individualized educational plans based on individual students' progress, discrepancy and need and in compliance with State and Federal Guidelines. Set appropriate instructional goals, monitor and evaluate student progress; be responsive to the changing needs of students and their community. Employ research-based, best practice instructional methods and materials to meet state standards, criteria and outcomes. Perform progress monitoring for each student as outlined in the student's IEP by entering data and ensuring IEP goal graphs are up to date. Collect and analyze IEP progress monitoring data to inform individual student instructional needs and services. Utilize appropriate assessment materials. Maintain accurate and complete student records and prepare reports on students and activities as required by laws, district policies, and administrative regulations. Establish and maintain ongoing communication with students and their parents concerning academic and behavioral progress. Attend professional in-service activities and teacher training workshops provided by the district as well as self-selected professional growth activities in order to maintain and improve professional competence. Gathers data, evaluates, and participates in a Professional Learning Community that works together to ensure students' success. Collaborate with other staff members to plan and schedule lessons promoting student learning. Collaborate with Grant Wood AEA support service staff. Confer with parents or guardians, other teachers, counselors, and administrators to resolve student behavioral and academic problems. Supervise students and/or special education associates as assigned and/or required to maintain a safe and orderly environment which is conducive to learning. Serve as a member of the building crisis response team. Collaborate with assigned special education associates on a daily basis to ensure student needs are being met. Supervise students in and out of classroom activities during the assigned work day. Specifications/Qualifications: Education & Experience: Bachelor's Degree required Valid Iowa Teaching License License Endorsemenr: K-12 Instructional Strategist I/II or have the ability to work towards obtaining the appropriate endorsement. Mandatory Reporter: Child and Adult Dependent Abuse certification Crisis Prevention Intervention (CPI) training OSHA required certificate Background Check 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 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.

Do you want to make a difference in the lives of children by teaching math? Great work environment, flexible scheduling, and purpose driven! About This Opportunity Mathnasium of West Des Moines is looking for motivated, responsible, and passionate "math people" to fill instructor positions. Successful Mathnasium instructors understand the importance of math education and use their impeccable math skills and outgoing personality to help children learn. This is a part-time hourly position. Responsibilities * Provide effective and concise math instruction using the Mathnasium Method * Assist in tracking the progress of each student * Complete administrative tasks as assigned including daily opening and closing tasks * Contribute to the creation of an engaging and productive learning environment Requirements: Personal Traits: Friendly, outgoing, confident, flexible, sense of humor, professional attitude, trustworthy, passionate, excited, and energetic. Education: No specific educational requirements although completed education should demonstrate a propensity towards and aptitude for math. Technical Skills: Impeccable math skills up to Algebra I required with skills up to Calculus preferred. This includes Algebra II, Geometry (with proofs), Trigonometry, and Pre-Calculus. Applicants will be required to take a math test that covers topics through Algebra I. Other qualifications: * Passionate about teaching mathematics to children of all ages and the ability to communicate that passion to students and parents. * Experience working with children between the ages of 7 and 17. * Able to work a minimum of 2 days a week Monday to Thursday 3pm or 4pm start to 8pm. (Weekend hours also available) About Mathnasium: At Mathnasium, we specialize in teaching kids math the way that makes sense to them. Using the time tested proprietary Mathnasium Method and curriculum that has helped thousands of students in more than 1,100 Mathnasium centers nationwide, we are committed to helping each child catch up, keep up, and get ahead in math. Mathnasium locations are independently owned and operated by franchisees of Mathnasium Center Licensing, LLC ("Mathnasium"). Franchisees are independent business people and not employed by Mathnasium. Thus, each franchisee and each franchisee center is unique and the franchisee is alone responsible for all employment matters in their center. If you are hired to work at a center, the franchisee will be your employer, not Mathnasium.

QUALIFICATIONS, CERTIFICATION, AND EXPERIENCE Valid Iowa teaching license with K-12 Instructional Strategist II: BD/LD endorsement Previous special education teaching experience preferred Demonstrates positive interpersonal relationships and works cooperatively with students, parents and staff Project a positive image as an educator in the school and in the community Promotes a positive image of the Johnston Schools Respects differing points of view Demonstrates an understanding and acceptance of diverse racial, ethnic, cultural, gender, special needs and religious groups Uses discretion in handling confidential information and situations Actively supports expectations of student behavior outside of the classroom during the school day Demonstrates a positive attitude and manages stress in a constructive manner 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 INSTRUCTIONAL PROCESS Teaching to local curriculum standards Curriculum is presented from whole to part with an emphasis on what students should know and be able to do Communicates learning goals to students and parents Incorporates, on a regular basis, activities for students which require applications of learning Creates a classroom environment that promotes learning Establishes fair and appropriate classroom rules Corrects inappropriate behavior in an appropriate and timely manner Reinforces positive behaviors Consistent in expectations concerning student behaviors Establishes and maintains rapport with students Demonstrates appropriate instructional preparation Uses knowledge of students to design educational experiences Has materials prepared prior to the beginning of class Lessons align with the district standards and assessments Designs lessons that are appropriate to age level and student interest Lesson design is logical and provides for a clearly understood flow of learning Designs educational experiences that utilize district provided technologies Uses effective instructional techniques Uses instructional time effectively Both group and individual instruction are used on a regular basis with limited use of large group lecture Employs a variety of instructional techniques and strategies including multi-sensory approaches, appropriate questioning and modelling, role playing, self-teaching and activity-based learning Utilizes a variety of instructional resources outside of the textbook Classroom technology is an integrated part of the teaching and learning process Modifies lesson plans and instructional techniques as required by student learning needs Instructional techniques provide all students the opportunity to learn Instruction is free of cultural, religious, ethnic or gender bias Responds in a positive and constructive manner to student questions Provides students with opportunities for success Models and promotes honesty, respect for people and property, responsibility for personal and group actions, personal integrity and the value of hard work Uses effective assessment strategies Assessments directly relate to core curricular concepts and are in integral part of teaching and learning Assessment of student progress includes both traditional and alternative assessment measures Assessment is interwoven with learning and occurs on an ongoing basis. Assessment is not solely an end product PROFESSIONAL RESPONSIBILITIES Demonstrates a commitment to professional growth Keeps current with appropriate teaching content and instructional techniques and strategies (e.g., participation in professional organizations, workshops and conferences, including the development of technology skills) Applies knowledge gained through professional growth to the classroom Contributes and participates in a positive manner to building and district professional growth opportunities Works collegially to select and implement building and district goals Remains informed on building and district policies and works cooperatively toward their implementation Participates, when appropriate, in curriculum development and building/district assignments Meets responsibilities beyond the school day related to school functions Maintains a professional appearance appropriate to job responsibilities Assumes leadership roles (committee participation, department chairs, curriculum review, etc.) Terms of Employment: 194-day contract District Statement Johnston Community School District is an equal-opportunity affirmative-action employer. It is the policy of the District not to illegally discriminate on the basis of race, national origin, religion, creed, sex, disability, sexual orientation, gender identity, color, age, marital status in its employment and personnel practices. Johnston Community School District will provide reasonable accommodations to qualified individuals with disabilities. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy, please contact the Director of Human Resources, 6510 NW 62 nd Ave, Johnston, IA 50131, ************.

This posting is for anticipated positions starting in August 2025. Known openings at this time include: Middle School Alternative Program at Taylor (Strat 2 BD) Merrill Middle School (Strat 2 ID) Harding Middle School (Strat 1) Hoyt Middle School (Strat 1) Brody Middle School (Strat 1) McCombs Middle School (Strat 1) Meredith Middle School (Strat 1) Salary numbers in this posting are based on the 24-25 salary schedule, as 25-26 salary information has not yet been set. TITLE: Special Education Teacher (PreK-12) POSITION TYPE: TCHR HIRING SPECIFICATIONS: Required: Valid Iowa teaching license (appropriate endorsement code for teaching assignment). Demonstrate effectiveness in oral and written communications. Desired: Experience in an urban school district CPR certification. BASIC FUNCTION: Responsible for planning and delivering a high-quality educational program to meet children's academic, social-emotional, and behavioral needs. The special education teacher is a partner with the guardian and support team in developing, implementing, and monitoring the student Individual Education Plan (IEP). ESSENTIAL FUNCTION: Deliver daily lessons, aligned to state and district standards, that meet students' individual needs and ensure growth. Establish and maintain standards of student behavior needed to achieve learning. Participate in building and district professional learning communities to plan for instruction, analyze data, and create assessments. Work with colleagues to make accommodations to instruction and curriculum to meet the learning needs of student with IEPs. Monitor student learning on a daily basis. Use multiple data points to guide and individualize instruction. Communicate with families on a regular basis. Participate in professional development. Demonstrate consistent progress on meeting the eight Iowa Teaching Standards ADDITIONAL ESSENTIAL FUNCTIONS (for every DMPS position): Maintain confidentiality. Attend work promptly and on a regular basis. Maintain a satisfactory working relationship with staff, students, and families. Assist with other duties as needed to maintain a safe and orderly school. DEPARTMENT: Student & Family Services REPORTS TO: Building Administrator, Director of Student Services RECEIVES GUIDANCE FROM: Special Education Consultant BARGAINING GROUP: DMEA FLSA STATUS: Exempt FT/PT: Fulltime DAYS: 195 OR 199 day contract HOURS: 7.75 PHYSICAL REQUIREMENTS: Standing, walking, sitting, bending/stooping, reaching/pushing/pulling, lifting carrying WORKING CONDITIONS: Mostly indoors with some outdoor responsibilities during recess and arrival/dismissal All of the above duties and responsibilities are essential job functions subject to reasonable accommodation. All job requirements listed indicate the minimum level of knowledge, skills and/or ability to perform the job proficiently. This job description is not to be construed as an exhaustive statement of duties, responsibilities or requirements. Individuals may be required to perform any other job-related instructions as requested by their supervisor, subject to reasonable accommodation. Employee Benefits Information All candidates offered a position will be required to successfully pass a criminal background check, and a child and adult abuse registry check. Certain positions may require fingerprinting, a drug and alcohol test, a physical capacity test and/or a motor vehicle record check. For questions about this position, contact: ********************************

Elementary School Teaching/Curriculum Resource Teacher (High-Needs School) 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: 189 Days SUMMARY: Special education teachers work with students who have mental, emotional, physical, or learning disabilities. As teachers, they are responsible for leading learning for their students. Teachers develop curriculum and lesson plans, and present those lessons to their students, individually or in groups. They track the progress of their students and create reports to inform parents about their progress. Teachers are responsible for maintaining a safe and respectful classroom environment in order to optimize student capabilities and develop their love of learning. 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 abreast 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 from school to life outside of school 17. 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 . Use hands to finger, handle or feel . . . 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

Math Teachers Wanted for Fun After-School Tutoring! Sylvan Learning Center is looking for fun, dedicated teachers to help and inspire students. We are currently looking for teachers who are able to teach K-6 math. K-8 (or above, including Integrated/Algebra 1+) is strongly preferred. Sylvan creates individualized learning plans for students of all abilities. Working with well-behaved groups of only three students, you will be responsible for leading instruction and motivating students to be successful. There is no lesson plan to create, no homework to grade, no parent-conferencing, and scheduling is flexible. Enjoy all of the benefits of teaching, without any of the downsides! What you should know: • You will use pre-planned lessons. They are straightforward, easy to manage, and fun to teach. • Teach students in a small group setting. There will be no more than 3 students per teacher. • Most teachers choose to work 2-5 days/week • We are open for instruction weekday afternoons, and Saturday mornings. • This is NOT a remote position Job Requirements: • Bachelor's Degree required, Teaching Credential recommended • You must enjoy teaching, working, and inspiring students. (We want you to be happy here!) • Being punctual is extremely important. You must be local and have reliable transportation. • Strong knowledge of K-6 math. Knowledge of Algebra/Integrated 1 (or higher) strongly preferred. • Authorized to work in the United States without sponsorship. Benefits: • Competitive Pay • Paid training and opportunities for professional development. • Flexible part-time work hours. We work around your availability! • Come in, work for a couple of hours, and leave happy with no additional work to take home! • Fun, enjoyable, and relaxing work environment with lots of support from fellow teachers and staff! • Happy, understanding, and caring management. You will love working here!