High School Special Education Teacher; Instructional Strategist II: Behavior Disorders

High School Special Education Teacher (Instructional Strategist II: Behavior Disorders) - Starting  School Year

Waverly-Shell Rock Community School District Lied Center - Waverly, Iowa

The Lied Education Center is a specialized trauma-responsive program serving K-12 students with intensive social, emotional, and behavioral needs. Organized as a consortium, we partner with school districts across northeast Iowa to provide a structured, supportive learning environment where students develop the skills necessary to address challenging behaviors and successfully transition back to their home districts.

Under the supervision of the Building Principal, the Special Education Teacher maximizes the learning experience of students with intensive behavioral and academic needs by providing direct instruction to students in special education, helping them develop the skills and knowledge needed for their social, emotional, and academic growth. This position is responsible for developing and delivering specialized curriculum, documenting student progress, addressing students' specific social-emotional and academic needs, and providing a safe, supportive learning environment that promotes student growth and successful reintegration to home districts.

• Design and deliver specialized, differentiated instruction adapted to individual student needs, learning styles, and IEP goals
• Develop, implement, and monitor Individualized Education Programs (IEPs) in collaboration with families, support staff, and home district teams
• Assess student learning through multiple methods, provide meaningful feedback, and adjust instructional strategies based on data
• Conduct assessments and diagnostic evaluations to identify student learning needs and inform instructional planning
• Contribute to the development of curriculum, educational procedures, and student activities aligned with program goals

• Implement trauma-informed practices and behavior intervention strategies to support student self-regulation and skill development
• Maintain effective classroom management that fosters a positive, therapeutic learning environment
• Recognize each student as an individual and actively work to enhance student self-concept and resilience
• Support students in developing skills necessary for a successful transition back to their home districts

• Collaborate effectively with all team members including behavior interventionists, counselors, and related service providers
• Participate actively in team meetings, IEP conferences, and professional learning communities
• Coordinate with related service providers such as speech therapists, occupational therapists, and mental health professionals
• Communicate regularly with students, families, home district personnel, and administration regarding student progress and development
• Maintain positive school-community and school-home relationships
• Coordinate with outside agencies and organizations, including AEA, mental health providers, and other community resources as needed

• Supervise paraprofessionals who assist in serving assigned students
• Maintain accurate records and documentation in compliance with district procedures and applicable laws
• Participate in professional development, including district in-service training and ongoing learning in trauma-informed practices
• Provide for the care and appropriate use of school property and instructional materials
• Perform additional duties as assigned by the Building Principal

• Bachelor's degree from an accredited college or university in special education or related field
• Valid Iowa Board of Educational Examiners (BOEE) teaching license
• K-12 Instructional Strategist II:
  Behavior Disorders endorsement
• Knowledge of special education principles, federal and state regulations, IEP development, and compliance requirements
• Ability to implement differentiated instruction based on student learning styles and needs
• Strong communication skills with students, families, and colleagues
• Ability to use technology and data systems for instruction, documentation, and progress monitoring

• Experience working with students who have experienced trauma or adverse childhood experiences
• Experience with trauma-informed instructional practices
• Background in therapeutic or alternative educational settings

Full-time

Special Education >
Behavior Specialist / EBD

Special Education >
General Special Education