Special Education Teacher - Instructional Strategist K-8

Special Education Teacher – Instructional Strategist I K‑8

Sioux City Community School District – Loess Hills Elementary School – Sioux City, Iowa

Starting Date: Aug 10, 2026

EXECUTIVE SUMMARY

The special education teacher is the educational leader in the classroom and will ensure that the Sioux City Community School District programs and curricula are implemented in a way that maximizes student learning experiences. The teacher is responsible for the supervision and evaluation of all students within the teaching assignment. Consistent with the Department of Education and district policies, the teacher will work within an established framework for the delivery of educational services that support student learning for students with mild/moderate disabilities affecting behavior, academics, or communication.

This may include students with specific learning disabilities, students who learn like those with autism, and students with mild behavior challenges. Working collaboratively with a team of educational professionals, the teacher will demonstrate a strong commitment to planning for the improvement of student achievement. The teacher will teach students academic, social, executive functioning, and communication skills, and organize and present instruction in an environment that helps students learn the subject matter and develops skills that contribute to their educational and social development.

• Develop and maintain long‑range and daily instructional plans. Prepare course objectives and outlines following curriculum guidelines. Emphasize teaching academic, social/emotional, executive functioning, and communication skills that allow students to participate successfully in general education settings.
• Use a variety of teaching strategies such as group work, exploration, questioning, discussion, demonstrations, audiovisual aids, and cooperative teaching techniques.
• Provide Specially Designed Instruction (SDI) based on identified student needs, aligned with the goals documented in the Individualized Education Program (IEP). Instruction will occur in a variety of settings and may include co‑teaching or supplemental support outside the general education classroom.
• Use a variety of assessment strategies and continually evaluate student academic and social growth, readjusting the teaching procedure to stimulate continuous progress.
• Maintain records for student attendance, evaluations, report cards, discipline records, and documents required by the School Board or Department of Education using prescribed formats.
• Comply with Special Education Laws, regulations, and procedures. This includes development of Individualized Education Programs within the state‑developed system and regular progress monitoring documented within that system.
• Schedule and facilitate IEP meetings as required for a caseload of approximately 7–18 students. The number of students per caseload depends on the level of need for each student.
• Implement IEPs and basic Behavior Intervention Plans (BIPs) with fidelity.
• Make provision for being available to students and parents for education‑related purposes outside the instructional day when required or requested under reasonable terms.
• Communicate with parents through a variety of methods or means to develop a positive reinforcement of interest in student progress.
• Attend scheduled in‑service meetings and training as directed by the building and district administrators. Specific training may be required depending on caseload.
• Participate in evaluating textbooks and other materials, curriculum, and other developmental programs by working with teams or sharing within the school or district.
• Provide leadership to one or more Instructional Assistants assigned to the classroom or to individual students.
• Demonstrate effective classroom management.
• Perform other duties as assigned.

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, education, and/or ability required. Reasonable accommodations may be made to enable…