Special Education Strat 1 - High School

Young World Physical Education

Waterloo (IA)

On-site

USD 50,000 - 82,551

Full time

14 days+

Get more replies from employers

Send a job-specific resume in minutes.

Job summary

Young World Physical Education in Waterloo, Iowa, is seeking a Full-Time Special Education Strategist I teacher to lead and support an equitable learning environment. The educator will utilize Iowa teaching standards to drive student success. Responsibilities include planning instruction, managing classroom behavior, and collaborating with staff. The salary ranges from $50,000 to $82,551 annually. This position starts on August 1, 2026, and requires relevant credentials and a passion for teaching students with disabilities.

Qualifications

Appropriate degree(s) earned from an accredited college or university.
5-12 Strategist I certification required.
Commitment to equal opportunity and human rights.

Responsibilities

Provide educational leadership through the curriculum.
Enhance academic performance and support student achievement goals.
Plan and prepare instruction based on student data.

Skills

Ability to work effectively with diverse groups

Knowledge of cultural diversity issues

Conflict resolution skills

Experience with students with disabilities

Good organizational skills

Education

Appropriate degree from accredited institution

5-12 Strategist I Certification

Tools

Google Suite applications

Job description

Special Education Strat 1 - High School

Waterloo Community School District – WEST HIGH – Waterloo, Iowa

Job Details

Job ID: 5605546

Application Deadline: Posted until filled

Re-Posted: Apr 15, 2026 5:00 AM (UTC)

Starting Date: Aug 1, 2026

Position Type: Full-Time

Salary: $50,000 to $82,551 Per Year

Job Description

Title: Special Education Strat I

FLSA Status: Exempt

Classification: Certified Teacher

Immediate Supervisor: Building principal and/or designated administrators

Waterloo Schools is an equal employment opportunity/affirmative action employer.

Job Summary: This position is responsible for providing educational leadership through the Waterloo Community School District curriculum and to facilitate learning that challenges and supports all students in an equitable and safe environment and that meets Board Policy 102.0 (Educational Philosophy) and Board and building educational goals. This position delivers the curriculum selected by the district, congruent with the district‑adopted curricula scope and sequence, in a manner congruent with district expectations for teaching strategies, approaches and methodologies. All criteria are Iowa Teaching Standards except for those denoted with an asterisk (*) which are Waterloo Community Schools criteria.

Hiring Specifications

Education:

Appropriate degree(s) earned from an accredited college or university

Certification:

5-12 Strategist I

Experience:

Dependent on specific open position

Skills, Knowledge & Abilities

Ability to work effectively, cooperatively and respectfully with staff, parents and community members regardless of race, creed, color, gender, sexual orientation, gender identity, ethnic/national origin, religion, marital status, age, socio-economic status or disability
Knowledge of processes to address cultural diversity and associated issues related to student performance and instructional methodology
Demonstrated record of commitment and sensitivity to affirmative action, equal opportunity and human rights
Demonstrated experience as a self-starter
Ability to work independently and in a team environment
Good organizational skills
Ability to accomplish tasks through the group process
Ability to recognize sensitive issues and maintain confidentiality
Demonstrated conflict resolution skills
Success working with students that have disabilities
Experience working with students that have disabilities
Co‑teaching background

Technology Requirements

Knowledge of Google Suite applications
Knowledge of computer‑related storage devices
Knowledge of educational copyright laws
Knowledge of computer security expectations

Supervision of Others

Para educators assisting in classroom
Student teachers as necessary

Personal Contacts

Students and families
All district personnel
Volunteers
Community members

Job Duties

Enhances academic performance and supports implementation of the school district’s student achievement goals.
Provides multiple forms of evidence of student learning and growth to students, families and staff; implements strategies supporting students, 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 with students, families, colleagues and communities effectively and accurately.
Demonstrates competence in content knowledge appropriate to the teaching position; 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.
Plans and prepares for instruction using student achievement data, local standards and the district curriculum; sets and communicates high expectations for social, behavioral and academic success of all students; uses student’s developmental needs, background and interests in planning; selects strategies to engage all students in learning; uses available resources, including technologies, in the development and sequencing of instruction.
Uses strategies to deliver instruction that meet the multiple learning needs of students; 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 a variety of methods to monitor student learning; 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, building and district leadership in analysis of student progress.
Manages the classroom by creating 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 that support high expectations for learning; uses instructional time effectively to maximize student achievement; maintains an environment conducive to learning for students of all abilities with sensitivity and responsibility to cultural diversity; manages student behavior in accordance with administrative regulations and guidelines, school board policies and legal requirements; creates a safe and purposeful learning environment.
Pursues professional growth by demonstrating 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 on the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals; provides an analysis of student learning and growth based on teacher‑created tests and authentic measures as well as any standardized or district‑wide tests.
Fulfills professional responsibilities by adhering to board policies, regulations, district procedures and contractual obligations; demonstrating professional and ethical conduct as defined by state law and individual district policies and regulations; contributing to efforts to achieve district and building goals; demonstrating an understanding of and respect for all learners and staff; collaborating with students, families, colleagues and communities to enhance student learning; maintaining regular attendance and punctuality; providing and maintaining accurate records and information; providing adequate plans and procedures for substitutes; taking all necessary and reasonable precautions to protect equipment, materials and facilities; attending and participating in required district, department/program, building and parent conference meetings as scheduled; selecting appropriate channels for resolving conflicts, concerns or problems; dressing to promote a professional image so as not to disrupt the educational environment.

In addition to these responsibilities, teachers assigned to special federal and state programs or grants must abide by the federal legislation and the rules and regulations that govern program/grant compliance. Specifically:

TITLE I – Public Law 103-382, the rules and regulations that govern Title I – Helping Disadvantaged Children Meet High Standards of the Improving America’s School Act of 1994, and the District’s policies and procedures for implementation. SPECIAL EDUCATION – Public Law 94-142 amended by IDEA (Individuals with Disabilities Education Act) and Iowa Administrative Code, the federal and state rules and regulations to govern the operation and administration of special education, and the District’s policies and procedures for implementation.

Terms of Employment: As defined by the Code of Iowa and Board policy.

Job Requirements