Inclusion Jobs in Iowa (NOW HIRING)

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

The Inclusion Coach is a leadership-oriented role dedicated to fostering inclusive mindsets and practices for students with disabilities across the district. This position focuses on reimagining service delivery and providing high-level coaching to individuals, teams, and systems to ensure equitable and student-centered outcomes.

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

Key Responsibilities: 

Approximately 70% or more of the position will be spent in classrooms or professional learning by:

• Support and implement Davenport's Multi-Tiered System of Supports (MTSS) and special education priorities to ensure students with disabilities are successfully integrated into the general education environment.
• Engage teachers, teams, and building systems in the coaching cycle to enhance special education instructional practices and student outcomes.
• Provide expertise and hands-on support in implementing collaborative models and co-teaching techniques to ensure access to core grade-level standards, curriculum, and educational environment.
• Offer specific strategies to both teachers and students to support active learning and participation in the general education environment.
• Provide fading support to paraprofessionals to empower students with disabilities to gain independence in general education settings.
• Support the implementation of specialized District programs for students with low incidence disabilities. Examples of such Programs include but are not limited to significant intellectual, communication, and behavior disabilities, as well as vision and hearing impairments.

Approximately 30% or less of the position will be spent outside of classrooms doing the following:

• Monitor student progress data, consult on schedules for teachers, para and students to optimize building-wide support, and advise on class and programs systems to support IEP teams in deploying a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
• Support and guide teams in using data through a problem-solving framework to make informed decisions for individuals and groups of students.
• Facilitate IEP meetings to ensure equity of voice, student-centered decisions, and effective coordination of service delivery as needed.
• Maintain accurate student records and adhere to all district, state and federal confidentiality regulations. 

Professional Development and Collaboration:

• Organize, support, and provide special education professional development focused on inclusive strategies and evidence-based interventions as directed by administration.
• Participate in required professional development activities, workshops, and training sessions to enhance knowledge and skills.
• Collaborate with colleagues to share expertise, resources, and strategies for supporting students with disabilities.
• Other Duties as assigned by the Director of Special Education or Executive Director of Student and Family Services.

Qualifications/Knowledge: 

• Teacher (Sped Endorsement), B-21 Social Worker (Endorsement-240), B-21 School Psychologist (Endorsement-236).
• Extensive experience in the field of special education.
• Proven leadership experience with the ability to coach adult learners and systems on special education topics.
• Demonstrates an understanding and celebration of the value of equitable and inclusive service delivery.
• Knowledge in differentiated instruction, classroom management, assistive technology, secondary transition and the MTSS framework for academic and social-emotional needs.
• Excellent communication and collaboration skills with staff, students, and families.

Physical Requirements: :(HBV  ?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.) 

• Work is performed primarily in school settings, including classrooms, common areas, and specialized learning environments.
• Ability to work with and manage students who exhibit challenging behaviors with high levels of dysregulation.
• Requires frequent standing, walking, and occasional lifting up to 50 pounds.
• Ability to escort a disruptive student safely from a setting.

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.
• 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 students.