Special Education Teacher - Strat II; BD - Washiington

Special Education Teacher - Strat II (BD) - Washington

• Position Type:
  High School Teaching/ Special Education
• Date Posted: 5/21/2026
• Location:
  
  Washington High School
• Date Available:
  
  School Year

Provides instruction in curricular and social, emotional behavior areas to students grades 9-12th.

ENDORSEMENTS:
Special Education
- Instructional Strategist II BD/LD(K-12)

Essential duties must be performed on site. Other duties or tasks may be assigned.

• Develops and implements programming associated with core and social skills curriculum to be delivered in a classroom setting for assigned students.
• Effectively works with students in a variety of group settings (i.e., individual, small group, or whole class)
• Supports and implements the district curriculum, standards and benchmarks.
• Teams with school staff to provide strategies that support and meet students' needs and achievement of academic goals.
• Provides active communication and positive relationships with parents and community members, including but not limited to, Individual Education Plans (IEPs), Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).
• Assists in planning and delivery of social/emotional/behavioral school-wide programming.
• Assists and collaborates with the principal, teaching and paraprofessional staff, Grant Wood Area Agency Staff, parents and students on matters pertaining to academic achievement and behavioral goals
• Maintains appropriate records and protects the confidentiality of data. Meets the 8 Iowa Teaching Standards and 42 criteria on a consistent basis.
• Maintain with district support, Non-Violent Crisis Prevention and Intervention (CPI) Certification
• Conducts IEP meetings and completes corresponding paperwork according to IDEA and state/district requirements.
• Student supervision required
• Ensuring student safety required.
• Reports to work as scheduled on a regular and reliable basis.
• Attend work as scheduled and arrive on time fully prepared to begin work. Follow established building/department procedures if there is a need to arrive late, be absent, or leave the workplace.
• 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 and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.

• Bachelor's degree in Education required
• Experience in classroom teaching preferred. In addition, the specific skills/educational qualifications for this include knowledge of positive behavioral supports/cognitive restructuring.
• Experience with cognitive strategies, visual supports, and physical structures for students with characteristics of autism spectrum disorders.

• Ability to read, analyze, interpret, and implement ideas contained in technical documents, assessment data, professional journals and regulations.
• Ability to effectively write reports and communications to students, colleagues, parents and staff.
• Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.
• Ability to assist students in the areas of language and literacy.

• Ability to perform basic mathematical functions such as addition, subtraction, multiplication, division, percentages, decimals and fractions.
• Ability to assist students in implementing these mathematical concepts.

• Ability to solve problems effectively.
• Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

• Believes that all children can attain high levels of learning.
• Takes responsibility for the learning of our children and his/her own performance.
• Possesses the knowledge and skills to build effective educational experiences that benefit all children.
• Applies the principles of continuous improvement through the use of quality tools and processes.
• Functions as an effective member of the educational/school team.
• Won't shy from today's educational challenges.
• Understands and accepts the physical risk that may be associated with working with students with behavioral issues.
• Has a track record of success.
• Works with great integrity.

• Ability to apply knowledge of current research as it relates to the support of the Educational Goals of the District.
• Ability to establish and maintain effective working relationships with students, staff and the school community.
• Ability to speak clearly and concisely both in oral and written communication.
• Ability to perform duties with awareness of all district requirements and Board of Education policies.

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…