Preschool (ECSE) Interviews have been scheduled.

196 day contract

Desirable Position Criteria

• Valid Iowa teaching license, required
• Endorsement:  PK-3 Teacher, Regular Education/Special Education, required
• Able to articulate what the preschool environment looks like.
• Understand developmentally appropriate practices in the early childhood classroom.
• Write, implement and monitor IEP goals using the 4-point decision making rule and the web-based IEP system.
• Strong collaboration and communication with parents, AEA, teachers and support staff.
• Demonstrate an understanding of the elements of a PLC and an ability to apply that understanding to a team situation.
• Solid understanding and proven application of the Waukee Framework for Meeting the Needs of All Students.
• Solid understanding of and experience in using multiple teaching methods:  collaborating, co-teaching, whole group/small group/individualized instruction.
• Commitment to differentiated instruction.
• Desire for growth is evident through personal and professional goals and willingness to collaborate with instructional coach and building/district experts.
• Record of recent staff development/on-going education and knowledge of current research.
• Understanding of formative assessment and evidence of using to adapt to individual needs of students of all ability levels.
• Knowledge of various types of developmental appropriate assessments of children.
• Knowledge and experience in developmentally appropriate practices.
• Understanding and experience with the workshop model and/or project based learning.
• Flexible, highly motivated, and enthusiastic about working with children.
• Evidence of effective routines and procedures that lead to a positive classroom environment that promotes student achievement.
• Articulate in oral and written communications.
• Proven communication with parents and families.
• Knowledge of and experience with using current technology to enhance learning.
• Experience with diverse learner; Special Education, ELP, ESL, etc.
• Understanding of Positive Behavior Supports and commitment to full implementation.

Performance Responsibilities:

• Meet and instruct assigned classes in the locations and at a time designated.
• Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students.
• Create a classroom environment that is conducive to learning.
• Prepare for classes assigned and show written evidence of preparation upon request of immediate superior.
• Encourage students to set and maintain standards of classroom behavior.
• Guide the learning process toward the achievement of curriculum goals and, in harmony with the goals, establish clear objectives for all lessons, units and   projects, to communicate these objectives to students.
• Employ 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.
• Strive to implement, by instruction and action, the district’s philosophy of education and instructional goals and objectives.
• Assess the accomplishments of students on a regular basis and provide progress reports as required.
• Diagnose the learning disabilities of students on a regular basis, seeking the assistance of district specialists as required.
• Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.
• Maintain accurate, complete and correct records as required by law, district policy and administrative regulations.
• Assist the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develop reasonable rules of classroom behavior and procedure, and maintain order in the classroom a fair and just manner.
• Make provision 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.
• Plan and supervise purposeful assignments for teacher associate(s) and volunteer(s) and cooperatively with department heads, evaluate their job performance.
• Strive to maintain and improve professional competence.
• Attend staff meetings and serve on staff committees as required.

It   is the policy of the Waukee Community School District not to illegally   discriminate on the basis of race, color, national origin, gender,   disability, religion, creed, age (for employment), marital status (for   programs), genetic information (for employment), sexual orientation,   gender identity and socioeconomic status (for programs) in its   educational programs and its employment practices.  There is a grievance procedure for processing complaints of discrimination.  If   you have questions or a grievance related to this policy please  contact  the district's Equity Coordinator, Mr. Duane Magee, Assistant   Superintendent of Human Resources, 560 SE University Avenue, Waukee, IA  50263. Phone number: 515-987-5161. Email: dmagee@waukee.k12.ia.us;   or to the Director of the Iowa Civil Rights Commission, Des Moines,   Iowa; or to the Director of the Region VII Office of Civil Rights,   Department of Education, Chicago, Illinois. The Waukee Community School   District complaint procedure in its entirety is located in the Board  of  Directors' Policy Manual.  Procedures   for staff are outlined in Board policy 405.5. Procedures for parents,   students and community members are referred to in Board policy 502.9  and  1003.3.  Copies of the  Policy  Manual are located in each Principal's office, the  Administrative  Office, the Waukee Public Library and the District's  website,  http://www.waukee.k12.ia.us.