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Repo Jobs in Iowa (NOW HIRING)

Michael Foods Inc.

Utility Technician - Nights

Lenox, IA

$17 - $23/hr

Business Unit Overview Michael Foods, Inc. is a leader in the food processing and distribution industry with business in egg products, refrigerated grocery and potato products. We offer exciting job ...

Michael Foods Inc.

Utility Technician - Nights

Lenox, IA · On-site

$17 - $23/hr

Business Unit Overview Michael Foods, Inc. is a leader in the food processing and distribution industry with business in egg products, refrigerated grocery and potato products. We offer exciting job ...

Nestle

Project Engineer

Waverly, IA

Foods you love. Brands you trust. And a career that empowers you to grow. At Nestle USA, we're all working towards the same goal - to delight and deliver for our consumers. With a rich portfolio of ...

All JobsRepo JobsRepo Jobs in Iowa

Repo information

See Iowa salary details

$28.6K

$61K

$82.2K

How much do repo jobs pay per year?

As of Aug 30, 2026, the average yearly pay for repo in Iowa is $60,966.00, according to ZipRecruiter salary data. Most workers in this role earn between $48,800.00 and $67,200.00 per year, depending on experience, location, and employer.

What is a repo?

Repo jobs typically refer to positions in the repossession industry, where employees are responsible for recovering property—most often vehicles—that have been taken back due to non-payment or default on a loan. Repo agents locate, secure, and transport these items on behalf of banks, lenders, or leasing companies. The job often involves investigative work, negotiation skills, and adherence to legal and ethical guidelines. It may require working irregular hours and handling potentially tense situations with clients. Training and licensing requirements for repo agents vary by state or country.

What are the key skills and qualifications needed to thrive as a repo agent, and why are they important?

To thrive as a Repo Agent, you need a valid driver's license, knowledge of repossession laws, and experience in vehicle handling or asset recovery. Familiarity with GPS tracking systems, skip tracing software, and digital reporting tools is commonly required. Strong negotiation, conflict resolution, and communication skills help manage challenging interactions and ensure safety. These skills and qualifications are crucial to lawfully recover assets while maintaining professionalism and minimizing risk.

What are some common challenges faced by repo agents and how can they be managed on the job?

Repo Agents often encounter challenging situations, such as uncooperative individuals or difficult-to-locate assets. To manage these, strong communication skills, situational awareness, and adherence to legal and company protocols are essential. Working closely with team members, leveraging skip-tracing tools, and maintaining professionalism in high-stress scenarios can help ensure successful recoveries while prioritizing safety. Many companies also provide training and support networks to help agents navigate these challenges.

What is the difference between Repo vs Software Developer?

AspectRepoSoftware Developer
Required CredentialsTypically requires knowledge of version control, coding, and sometimes certifications in specific toolsRequires programming skills, often a degree in computer science or related field
Work EnvironmentPrimarily involves working with code repositories, version control systems, and collaboration toolsInvolves coding, designing, testing software across various platforms
Employer & Industry UsageUsed in tech companies, software firms, and any organization managing code repositoriesFound across tech, finance, healthcare, and many industries developing software products

While a Repo specialist focuses on managing code repositories and version control systems, a Software Developer actively writes and develops software applications. Both roles are essential in software projects but differ in daily tasks and skill sets.

What are popular job titles related to Repo jobs in Iowa?

For Repo jobs in Iowa, the most frequently searched job titles are:

What job categories do people searching Repo jobs in Iowa look for?

The top searched job categories for Repo jobs in Iowa are:

What cities in Iowa are hiring for Repo jobs?

Cities in Iowa with the most Repo job openings:

Repo jobs near you
Infographic showing various Repo job openings in Iowa as of August 2026, with employment types broken down into 86% Full Time, 10% Part Time, and 4% Contract. Highlights an 77% Physical, 9% Hybrid, and 14% Remote job distribution, with an average salary of $60,966 per year, or $29.3 per hour.

Special Education Strat II: BD/LD

Davenport, IA • On-site

Davenport Community Schools
Elementary and Secondary Schools • 1 - 5K employees

9.0

Company rating: 9.0 out of 10

Based on 7 frontline employees who took The Breakroom Quiz

13th of 638 rated elementary and secondary schools

Great coworkers

People enjoy working here

Good employer

Learn more about Davenport Community Schoolsexternal

$36K - $50K/yr

Full-time

Re-posted 9 days ago

Job description

Position Type:
Early Childhood/Elementary School Teaching/Special Education
Date Posted:
4/27/2026
Location:
Jackson Elementary
Date Available:
26-27 School Year
Closing Date:
Open Until Filled
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:
(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.
  • 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.

Special Qualification Desired:
(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.
  • Instructional Strategist II: behavior disorders, learning disabilities

What Davenport Community School District employees say

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