Open Positions for Schleswig Community School District

Openings as of 3/31/2025

Special Education Associate

JobID: 265

Position Type:
  Support Staff/Special Education Associate


Date Posted:
  12/6/2024


Location:
  Schleswig Elementary School


  Additional Information:  Show/Hide
Special Education Instructional Associate

Position Goal
To work closely with one or a few handicapped pupils on a regular basis in an effort to provide them with the physical help and emotional support they need to gain as full benefits from the district’s special education program as possible.

Reports to
Building Principal

Qualifications
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 &/or Experience
High School diploma.

Essential Duties and Responsibilities
Ability to work with the administration, teachers, staff and students.
To act as a liaison between the public and the school, and in so doing promote the general image of the total school system.
Assists the student(s) to whom assigned in such physical tasks as putting on and taking off of outerwear, moving from room to room, using the lavatory, and so on.
Hears the student(s) in recitation, reading, and other curriculum tasks, guiding and helping them but not teaching them.
Performs simple errands and tasks for student(s) such as sharpening pencils, carrying lunch trays, and the like.
Under supervision of the special education teacher, works with small groups of students to reinforce material initially introduced by the teacher.
Accompanies the student(s) to whom assigned when trips to the office or to the school nurse are necessary.
Establishes as fully as possible a supportive and sympathetic relationship with the 
student(s) without fostering or encouraging intense emotional involvement.
Serves as a resource person, if and when requested, to the student personnel evaluation team conferring about one of the students to whom assigned.
Supervises students at playtime and maintains a harmonious atmosphere on the playground.
Organizes group games and activities.
Assumes responsibility for play equipment.
Takes part in inservice training program.
Directs movement of groups to and from the playground.
Administers, scores, and records such achievement and diagnostic tests as the teacher recommends for individual students.
Works with individual students or small groups of students to reinforce learning of material or skills initially introduced by the teacher.
Assists the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of individual students, their needs, interests, and abilities.
Operates and cares for equipment used in the classroom for instructional purposes.
Helps students master equipment or instructional materials assigned by teacher.
Distributes and collects workbooks, papers, and other materials for instruction.
Guides independent study, enrichment work, and remedial work set up and assigned by the teacher.
Assists with the supervision of students during emergency drills, assemblies, play periods, and field trips.
Keeps bulletin board and other classroom learning displays up to date.
Assists with such large group activities as drill work, reading aloud, and story telling.
Reads to students, listens to students read, and participates in other forms of oral communication with students.
Assists students in the library or media center.
Checks notebooks, corrects papers, and supervises testing and make up work, as assigned by the teacher.
Assists with lunch, snack and cleanup routines.
Assists with wash up and toilet routines.
Alerts the regular teacher to any problem or special information about an individual student.
Serves as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
Maintains the same high level of ethical behavior and confidentiality of information about students as is expected of fully licensed teachers.

Communication Skills
Ability to read and interpret documents such as safety rules, lesson plans, and classroom materials.  Ability to write routine reports and correspondence.  Ability to communicate with coworkers in a professional and courteous manner.

Analytical and Reasoning Skills
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
Ability to be flexible in coping with any situation that may arise.

Technology Skills
Must be able to operate a personal computer, use standard office applications.
Must be able to use the computer to use email, complete required trainings, and enter time tracking information.

Physical Demands and Work Environment
While performing the duties of this job, the employee is regularly required to sit; walk; use hands to finger, handle, or feel and reach with hands and arms.  The employee is frequently required to talk or hear.  The employee is occasionally required to stand; stoop, kneel, crouch, or crawl and taste or smell.  The employee must occasionally lift and/or move up to 50 pounds.  Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus. The noise level in the work environment is occasionally loud.

Other Duties as Assigned
Will perform other duties as may be assigned by the superintendent or designee, necessary and appropriate to achievement of the program and/or District goals and objectives.

Terms of Employment
Salary and benefits to be determined by the Board of Education.

Evaluation
Performance of this job will be evaluated in accordance with the provisions of the Board’s policy on evaluation of support services personnel. 
 





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Openings as of 3/31/2025

Special Education Teacher

JobID: 267

Position Type:
  Teacher/Teacher


Date Posted:
  3/12/2025


Location:
  Schleswig Elementary School


  Additional Information:  Show/Hide
Elementary Special Education Teacher   (2025-2026 School Year)

Desired Qualifications:
A Bachelor's degree from an accredited college or university.
Appropriate teaching certificate.
Ability to work with students, teachers, and parents.
Such alternatives to the above qualifications as the board may find appropriate and acceptable.

Reports to:
Building Principal

Position Goal:
To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible citizens.

Functions of a Teacher:
 
• Meets and instructs assigned classes in the locations and at the times designated.
• Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students through differentiated instruction.
• Creates a classroom environment that is conducive to learning, respectful, and appropriate to the maturity and interests of the students.
• Prepares for classes assigned and shows written evidence of preparation upon request of immediate supervisor.
• Encourages students to set and maintain standards of classroom behavior as aligned with school building procedures and policies.
• Guides the learning process toward the achievement of curriculum goals and--in harmony with the goals--establishes clear objectives for all lessons, units, projects, and the like to communicate these objectives to students.  
• Shares both content and language objectives with students regularly.
• 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.
• Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
• Assesses the accomplishments of students on a regular basis and provides progress reports as required.
• Uses data to inform instruction through formative assessments.
• Makes referrals to building Student Assistance Teams (See At-Risk Plan).
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Assists administration in implementing all policies and rules governing student life and conduct, and develops reasonable rules of classroom behavior and procedure.
• Maintains order in the classroom in a fair and just manner in accordance with building and district policy.
• Makes provisions 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.
• Plans and supervises purposeful assignments for teacher associate(s) and volunteer(s).
• Strives to maintain and improve professional competence.
• Attends staff meetings, and serves on staff committees as required.
• Updates student management system in a timely manner as defined by administrative regulation.
• Endeavors to deal with the community, students, parents, teachers, administrators, and staff members in a positive and cooperative manner.
• Strives to accomplish tasks (teacher performance) that will result in student learning (teacher effectiveness).  The effective teacher provides students with the best possible opportunities to learn.
• Each teacher has the responsibility of setting a good example in the community and at school.  Teachers are expected to approach their work in a professional manner.  
• Teachers should exhibit good planning and organization, expertise with the subject matter, and the ability to lead, motivate, and discipline students.  
• Teachers should use a variety of instructional techniques and work to develop good rapport with students.  A teacher’s classroom, diagnostic, and evaluative skills should all contribute to student growth and progress.
• Works collaboratively with others. 
• Willing to take leadership roles with peers, and seeks opportunities to lead as needed within the building and district.
• Uses technology in classroom instruction and enables students to use technology on a regular basis in their learning.
• Provides evidence of student learning to students, families, and staff.
• Implements strategies supporting student, building, and district goals.
• Uses student performance data as a guide for decision making.
• Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
• Creates an environment of mutual respect, rapport, and fairness.
• Participates in and contributes to a school culture that focuses on improved student learning.
• Communicates effectively and accurately with students, families, colleagues, and communities.
• Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
• Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
• Relates ideas and information within and across content areas.
• Understands and uses instructional strategies that are appropriate to the content area.
• Understands student achievement data, local standards, and the district curriculum in planning for instruction.
• Sets and communicates high expectations for social, behavioral, and academic success of all students.
• Uses student developmental needs, background, and interests in planning for instruction.
• Selects strategies to engage all students in learning.
• Uses available resources, including technologies, in the development and sequencing of instruction.
•  Uses appropriate motivational techniques.
• Aligns classroom instruction with local standards and district curriculum.
• Uses research-based instructional strategies that address the full range of cognitive levels.
• Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
• Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
• Connects students’ prior knowledge, life experiences, and interests in the instructional process.
• Uses available resources, including technologies, in the delivery of instruction.
• Uses effective communication skills during instruction.
• Aligns classroom assessment with instruction.
• Communicates assessment criteria and standards to all students and parents.
• Understands and uses the results of multiple assessments to guide planning and instruction.
• Guides students in goal setting and assessing their own learning.
• Provides substantive, timely, and constructive feedback to students and parents.
• Works with other staff and building and district leadership in analysis of student progress.
• Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
• Establishes, communicates, models, and maintains standards of responsible student behavior.
• Develops and implements classroom procedures and routines of responsible student behavior.
• Uses instructional time effectively to maximize student achievement.
• Creates a safe and purposeful learning environment.
• Demonstrates habits and skills of continuous inquiry and learning.
• Works collaboratively to improve professional practice and student learning.
• Applies research, knowledge, and skills from professional development opportunities to improve practice.
• Establishes and implements professional development plans based upon the teacher needs aligned to the Iowa Teaching Standards and district/building student achievement goals.
• Adheres to board policies, district procedures, and contractual obligations.
• Demonstrates professional and ethical conduct as defined by state law and individual district policy.
• Contributes to efforts to achieve district and building goals.
• Demonstrates an understanding of and respect for all learners and staff.
• Collaborates with students, families, colleagues, and communities to enhance student learning.
• Shares ideas, materials, and methods with other teachers.
• Enhances community involvement with the school.
• Has positive relationships with parents and students both individually and in larger settings.
• Is readily available to students and parents.
• Acknowledges the rights of others to hold differing views or values.
• Uses appropriate procedures for resolving concerns/problems.
• Reports pupils’ progress to parents in an effective manner.
• Other duties as assigned.

Terms of Employment:
Salary and length of contract to be established by the board.

Evaluation:
Performance of this position will be evaluated in accordance with provisions of the board's policy on evaluation of personnel. 
 





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