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Entry Level Public Administration Jobs in Iowa (NOW HIRING)

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Entry Level Public Administration information

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How much do entry level public administration jobs pay per hour?

As of Sep 5, 2026, the average hourly pay for entry level public administration in Iowa is $18.73, according to ZipRecruiter salary data. Most workers in this role earn between $15.34 and $21.01 per hour, depending on experience, location, and employer.

What are entry level public administration jobs?

Entry-level public administration roles include a variety of positions that help collect and analyze information for public policies and use. As an entry-level public administrator, you may examine expenditures, help manage HR efforts, consult with experts to acquire information, or help implement new policies and procedures. You also add information to databases, help plan events, ensure submitted plans meet health and safety requirements, prepare news releases, act as a spokesperson, and prioritize deadline-driven tasks. As an entry-level employee, your most important job is learning how to do your job properly, and you may spend significant amounts of time shadowing other employees, reviewing documents, or otherwise gaining experience.

What are the key skills and qualifications needed to thrive as an entry level public administration professional, and why are they important?

To thrive in Entry Level Public Administration, you need a solid understanding of public policy, organizational management, and analytical skills, often supported by a degree in public administration or a related field. Familiarity with government databases, office productivity software, and sometimes certification in project management or data analysis tools is beneficial. Strong communication, attention to detail, and teamwork are vital soft skills for building relationships and handling diverse stakeholder needs. These abilities ensure effective policy implementation, efficient administrative processes, and positive public service outcomes.

What are some common challenges faced by entry level professionals in public administration, and how can they be overcome?

Entry-level professionals in public administration often face challenges such as adapting to complex government regulations, learning bureaucratic procedures, and managing multiple stakeholder expectations. Navigating these complexities can feel overwhelming at first, but building strong communication skills, seeking mentorship from experienced colleagues, and actively participating in training sessions can help. Additionally, staying organized and proactive in asking questions will aid in adjusting to the structured environment and pave the way for future growth.

How to start a career in entry level public administration?

To start a career in entry level public administration, obtain a relevant bachelor's degree such as public administration, political science, or related fields. Gaining experience through internships or volunteer work and developing skills in communication, organization, and familiarity with government or organizational tools can improve job prospects.
More about Entry Level Public Administration jobs

What are the most commonly searched types of Public Administration jobs in Iowa?

The most popular types of Public Administration jobs in Iowa are:

What are popular job titles related to Entry Level Public Administration jobs in Iowa?

For Entry Level Public Administration jobs in Iowa, the most frequently searched job titles are:

What job categories do people searching Entry Level Public Administration jobs in Iowa look for?

The top searched job categories for Entry Level Public Administration jobs in Iowa are:

Entry Level Public Administration jobs near you
Infographic showing various Entry Level Public Administration job openings in Iowa as of August 2026, with employment types broken down into 1% As Needed, 78% Full Time, 16% Part Time, 1% Temporary, 3% Contract, and 1% Nights. Highlights an 92% Physical, 3% Hybrid, and 5% Remote job distribution, with an average salary of $38,955 per year, or $18.7 per hour.

SPECIAL EDUCATION PARA EDUCATOR-7 HRS (9 OPENINGS) UP TO $1,000 BONUS PAY AVAILABLE

Davenport Community Schools

Davenport, IA • On-site

$18.93/hr

Full-time

Re-posted 29 days ago

Davenport Community School District rating

9.0

Company rating: 9.0 out of 10

Based on 7 frontline employees who took The Breakroom Quiz

13th of 641 rated elementary and secondary schools

Job description

Position Type:
Paraeducator/Paraeducator
Date Posted:
6/8/2026
Location:
Williams Jr High
Date Available:
ASAP
Closing Date:
OPEN UNTIL FILLED
Current paras use the internal application process to apply.
All other current district employees (not paras), or external applicants apply online by completing the external application.
INTERNAL APPLICANTS: OPEN 06/08/2026 THRU 06/12/2026 @ 4PM
EXTERNAL APPLICANTS (if no internal applicants): OPEN UNTIL FILLED
WAGES: $18.93 -New Hires: Entry level rate $14.93/hr.; Current employees in the bargaining unit: Please refer to the salary schedule established by the applicable bargaining group. This special education position meets the $4.00 Special Education Differential pay that is outlined in the Memorandum of Agreement between DCSD and the Davenport Association of Para Educators.
Earn a building pay incentive!
Duties & Responsibilities: (Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)
Provide research based social skills instruction and intervention under supervision of certified teacher.
• *Must be willing to attend any additional required evening trainings or meetings during the school year or during the summer.
• *Must be willing to accept feedback from specialists and special education facilitator regarding implementation and use feedback to implement changes in instruction.
  • *MUST be willing to follow directives of classroom teacher, building administration, and district administration.
  • *Must be willing and able to work with students who are explosive in nature and engage in physical and verbal aggression towards others.

*Work with students with learning, behavior, physical, and/or cognitive disabilities, mild, moderate and/or severe; including students diagnosed with Autism and Spectrum Disorder.
  • PROVIDE SERVICES FOR SPECIAL EDUCATIONSTUDENTS AS NEEDED IN THE SPECIAL OR GENERAL EDUCATION SETTING.
  • UNDER DIRECTION OF SPECIAL EDUCATION TEACHER, PROVIDE ACADEMIC ASSISTANCE, BEHAVIOR INTERVENTIONS, AND INSTRUCTION OF SOCIAL SKILLS AND DAILY LIVING SKILLS.
  • ATTEND FIELD TRIPS WITH STUDENT AS NECESSARY.
  • Regular attendance at work is required in order to meet the services in the IEP and in order to ensure the provision of FAPE (free appropriate public education).
  • Ability to analyze given situation and respond appropriately
  • Must be able to interact appropriately with all students as a potpourri of assistance is required
  • Must be a team player to assist in all aspects needed within the classroom, cafeteria, hallway, as examples
  • Must have good "people" skills to work with students, others in the classroom and the building
  • Accompany students to and from the bus
  • Supervise students in classroom, at lunch/breakfast, in the building, on field trips and at work sites.
  • Work individually with one student or a small group of students as assigned by special education teacher or principal.
  • Accompany students to the restroom and assist in the restroom.
  • Assist students with changing clothes and other hygiene needs.
  • Accompany one or more students to and assist them in physical education
  • Accompany one or more students to and from the bus.
  • Ability to work with one or more students on classroom assignments
  • Ability to accompany one or more students to general education classes and assist the student(s) as needed and as directed by special education teacher or principal based upon IEP.
  • Ability to manage the environment and protect student(s) during the school day.
  • Must be able to follow multiple behavior plans for students at the same time, AND must be able to implement changes to those plans when directed and follow through for each student.
  • Must be able to recognize the need for and initiate activities with student(s).
  • Ability to be flexible with assignment, changing duties when needed and directed by the building principal, teacher and/or facilitator
  • Personal qualities need to include ability to nurture, patience, dependability and the ability to accept responsibility with the students.
  • Ability to climb stairs
  • Ability to walk long distances in the building and out in the community
  • Ability to navigate (with training) the City Bus System
  • Ability to follow specific procedures in teaching new skills as directed by the teacher
  • Accompany one or more students to community and building work sites and provide instruction, supervision and behavior modification while on the site independently.
  • Ability to do accurate data collection and graphing as guided by the teacher
  • Ability to complete necessary paperwork accurately and timely, as guided by the teacher.
  • Must be flexible in the day-to-day schedule
  • 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.
  • Must be willing to support Davenport's multi-tiered system of supports (MTSS) for both behavior and academics
  • All Para Educators receiving the Special Education differential pay will be required to sign the vacancy notice for the position, acknowledging willingness to perform duties, responsibilities, and expectations listed.
  • All employees working with/for the Special Education students will be required to pass the Medicaid Fraud background check, prior to hire, successfully bidding, and/or transferring to a special education position. This check is run several times a year. If at any time your name appears on the Medicaid Fraud listing, you will be notified and may be removed from your current position.
  • Ability to physically restrain students if trained to do so and as needed based upon the building principals directives
  • Assignments will be changed on a daily basis to meet the needs of individual and/or groups of special education students.
  • Ability to remain calm and respectful when students are in crisis
  • Engage in collaborative work and contribute to team planning.
  • Position may require lifting.
  • Position may require toileting, diapering, hygiene care, and/or supervision in the restroom.
  • Position may require extended standing or sitting.
  • Position may include riding bus with student(s).
  • Ability to participate in and direct extensive physical activities
  • Supervise students in out of classroom activities during the assigned work day
  • Ability to model positive attitude and team cooperation for the student.
  • Must accept direction from special education teachers
  • Must maintain confidentiality
  • OTHER DUTIES AS ASSIGNED BY ADMINISTRATION.

Physical Requirements of Position: (HBV X Yes No)
(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 enable individuals with disabilities to perform the essential functions.)
While performing the duties of this job, the employee is regularly required to 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: (The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
Noise level is quiet to loud. Work may be indoors and/or outdoors. Work may be in non-air-conditioned rooms. Tobacco and alcohol-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.
Special Qualification Desired: (Personal Qualities, Education, Skills Needed, Experience, Etc.)
  • ABILILITY TO WORK WITH STUDENTs with SIGNIFICANT ACADEMIC, BEHAVIOR, and SOCIAL SKILLS DIFFICULTIES.
  • Have a genuine care and concern for all students and a willingness to help them succeed.
  • DEMONSTRATED ABILITY TO FOLLOW DIRECTIVES OF CERTIFIED STAFF.

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