Special Education Strat II: BD/LD

Davenport Community Schools; Georgia; On-site; USD 45,000 - 60,000; Full time

Job summary

Davenport Community Schools in Georgia is seeking an Early Childhood/Elementary School Teacher specializing in Special Education for the upcoming school year. The successful candidate must possess a B.A. or B.S. in Education and be skilled in providing individualized instruction, managing classroom behavior, and collaborating with other educators and parents. This role advocates for students with diverse needs, utilizing a variety of instructional strategies and is based at Jackson Elementary. EEO/AA employer.

Qualifications

• Must attend all required trainings by special education department and/or District.
• Knowledge of and implementation of International Dyslexia Association's Standards.
• Ability to manage difficult behavior and maintain classroom environment.

Responsibilities

• Provide research-based social skills instruction and intervention.
• Collaborate with general education teachers for academic progress.
• Establish clear objectives for all lessons and communicate them effectively.

Skills

Research-based instruction

Data-driven decision making

Classroom management

Behavior intervention strategies

Communication with parents

Education

B.A. or B.S. degree in Education

Endorsement Required: Instructional Strategist II: BD/LD [263]

Tools

Assessment materials

Behavior intervention plans

Job description

Position Details

• Position Type: Early Childhood/Elementary School Teaching/ Special Education
• Date Posted: 4/27/2026
• Location: Jackson Elementary
• Date Available: 26-27 School Year

The Davenport Community School District is an EEO/AA employer.

Duties & Responsibilities:

(Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)

• Provide research based social skills instruction and intervention.
• Must attend all required trainings by special education department and/or District, whether occurring in summer, evenings, or during school year.
• Must be willing to accept feedback regarding implementation and use feedback to implement changes in instruction.
• Provide instruction based upon the Iowa Core Standards.
• Regularly use data to drive instruction and make educational decisions.
• Complete all paperwork appropriately and in a timely manner, including updating progress monitoring.
• Collaborate with general education teachers to ensure student is progressing towards grade level skills and/or standards.
• Implement services outlined in each individual's IEP with fidelity.
• Work with Behavioral and Learning Disabilities Mild, Moderate and Severe; including students diagnosed with Autism and Spectrum Disorder.
• Knowledge, training, and capability of effectively deescalating aggressive students and implement personal restraint if necessary.
• Ability to remain calm and respectful when students are in crisis.
• Willingness to work with students who are disruptive, aggressive, disrespectful and/or explosive in nature.
• Ability to manage difficult behavior and maintain students exhibiting these problem behaviors in classroom setting, while providing instruction and positive reinforcement.
• Ability to develop and implement behavior intervention strategies based upon applied behavior analysis to provide services to students in the school environment as an alternative to suspension.
• Establish clear objectives for all lessons, units, and projects and effectively communicate those objectives to students.
• Identify students' needs and make appropriate referrals and develop strategies for individual education plans.
• Effectively communicate with parents by means of newsletters, e-mail, notes, phone calls and individual parent conferences.
• Discuss student problems, behavior incidents, positive developments, and progress with parents in an honest, sensitive, and confidential manner.
• Promotes parent participation and involvement in education activities provided for their children.
• Confer and cooperate with other staff members to plan and schedule lessons promoting student learning, following approved curricula.
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve student behavioral and academic problems.
• Engage in collaborative work and contribute to team planning.
• Support instruction through an Individual Education Plan for students with special needs, aligning with District and Iowa Core Curriculum.
• Provide individual and small group research-based instruction based upon principals of applied behavior analysis designed to meet individual needs of students based upon data that promotes academic, social and emotional growth.
• Develop and use instructional materials suitable for verbal or visual instruction of students with a wide range of mental, physical, and emotional maturities.
• Develop lesson plans and instructional materials and provide individualized and small group instruction in order to adapt the curriculum to the needs of each student.
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• Translate lesson plans and activities into developmentally appropriate learning experiences to best utilize the available time for instruction.
• Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisor.
• Develop individualized educational plans that meet State and Federal Guidelines.
• Foster cooperative social behavior through activities and group projects to assist children in forming satisfying relationships with other children and adults.
• Develop in each student an awareness of his/her worth as an individual and his/her role in his family and community.
• Utilize technology - computers, audiovisual aids, and other equipment in the delivery of instruction.
• Utilize research based teaching strategies, including those based upon principles of applied behavior analysis and Language Essentials for Teaching Reading and Spelling.
• Evaluate students' academic and social growth by monitoring individualized education plans and progress reports.
• Utilize assessment materials and make appropriate classroom student assessments. Use data to inform instruction.
• Maintain accurate and complete student records and prepare reports on students and activities as required by laws, district policies, and administrative regulations.
• Knowledge of and implementation of International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading.
• Establish, implement, and enforce rules and procedures for appropriate classroom behavior, to maintain a positive learning environment.
• Model and maintain standards of responsible student behavior.
• Implement effective individualized behavior management strategies (based upon principles of applied behavior analysis) and curriculum accommodations.
• Demonstrate substantial ability in interpreting behavior assessments, Functional Behavior Assessments and Behavior Intervention plans and data for the purpose of creating Behavior Plans based upon principles of applied behavior analysis.
• Attend professional in-service activities and teacher training workshops provided by the District as well as self-selected professional growth activities in order to maintain and improve professional competence.
• Effectively communicate, collaborate, and cooperate with parents, colleagues, supervisors, and students.
• Plan and coordinate the work of educational assistants and other professional support staff, parents, AEA support staff.
• Supervise students in out of classroom activities during the assigned work day.
• Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
• Ability to assess the strengths, needs, interests, and aspirations of their students; willingness to hold high expectations for student academic performance and behavior; ability to set achievable instructional goals, monitor and evaluate student progress; ability to be resourceful in responding to the changing needs of their students and their community.
• Good attendance & punctuality are a must to ensure that the duties and responsibilities of the job are performed successfully.
• Successful candidate must possess strong inter-personal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential.
• Ability to participate in and direct extensive physical activities.
• Must be willing to support and implement Davenport's multi-tiered system of supports (MTSS) for both behavior and academics.
• Other duties as assigned.
• Endorsement Required: Instructional Strategist II: BD/LD [263]

Physical Requirements of Position:

• Sit, stand, speak, hear, see, and walk to carry out routine duties.
• Must be able to occasionally lift, move, or push items of 50 lbs. such as assisting children or moving/rearranging furniture.
• Must be able to supervise students in all types of weather.
• Meet multiple demands from several people and interact with the public and other staff.
• Must be able to implement Crisis Prevention Intervention strategies, including appropriate physical restraint procedures and escorting.

Work Environment:

• Noise level is quiet to loud.
• Work may be indoors and/or outdoors.
• Work may be in non-air-conditioned rooms.
• Substance-free environment.
• Fast-paced atmosphere with constant contact with students, staff, or the public.
• Direct responsibility for the safety, well-being, and work output of student.

Personal Qualities, Education, Skills Needed, Experience, Etc.

• Successful Candidate must possess strong interpersonal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential
• B.A. or B.S. degree in Education.
• Cross-cultural experience preferred.
• Special education teaching experience desired.