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Teachers In Summer Jobs in Iowa (NOW HIRING)

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Teachers In Summer information

Do teachers in summer get other jobs in the summer?

Many teachers work additional jobs during the summer to supplement their income, often in areas like tutoring, camp counseling, or seasonal education programs. These jobs typically require flexibility and may involve skills such as communication, organization, or teaching. Teachers often seek summer employment to stay engaged and earn extra money while school is out.

What is the best summer job for a teacher?

The best summer job for a teacher often involves tutoring, camp counseling, or working as a summer school instructor, leveraging their teaching skills. These roles typically offer flexible schedules and opportunities to engage with students outside the regular school year.

What can a teacher do in the summer?

Teachers in summer often engage in professional development, attend workshops, or pursue certifications to enhance their skills. They may also work as summer school instructors, tutor students, or participate in educational programs to gain experience and earn additional income.

What is the difference between Teachers In Summer vs Teachers During the School Year?

AspectTeachers In SummerTeachers During the School Year
CredentialsTeaching certification, possibly summer-specific trainingSame as summer, often with ongoing professional development
Work EnvironmentSummer camps, summer school programs, community centersSchool classrooms, educational institutions
Employer & IndustrySummer programs, private camps, educational nonprofitsPublic and private schools, districts
Work ScheduleLimited to summer months, often part-timeDuring the academic year, full-time or part-time

Teachers In Summer typically work during the summer months in camps or special programs, often with similar credentials as during the school year. During the school year, teachers work in classrooms within schools and districts. The main difference lies in the work environment and schedule, with summer roles being seasonal and often more flexible.

What are popular job titles related to Teachers In Summer jobs in Iowa? For Teachers In Summer jobs in Iowa, the most frequently searched job titles are:
What job categories do people searching Teachers In Summer jobs in Iowa look for? The top searched job categories for Teachers In Summer jobs in Iowa are:
Teachers In Summer jobs near you
Infographic showing various Teachers In Summer job openings in Iowa as of August 2026, with employment types broken down into 7% Internship, 58% Full Time, 14% Part Time, 7% Temporary, and 14% Summer. Highlights an 100% In-person job distribution.

SPECIAL EDUCATION STRAT I: MILD/MODERATE

Davenport Community Schools

Davenport, IA • On-site

$47K - $62K/yr

Full-time

Re-posted 21 days ago

Davenport Community School District rating

8.7

Company rating: 8.7 out of 10

Based on 6 frontline employees who took The Breakroom Quiz

33rd of 628 rated elementary and secondary schools

Job description

Position Type:
High School Teaching/Special Education
Date Posted:
6/10/2026
Location:
Central High School
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)
ENDORSEMENT REQUIRED: [261]
* 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.
* 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. Participate in the co-teaching process with general education teachers in a variety of core curricular areas.
  • Support instruction through an Individual Education Plan for students with special needs, aligning with District adopted curriculum.
  • Provide individual and small group research-based instruction 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 maturity.
  • Instruct students in citizenship and basic subject matter specified in state law and regulations and procedures of the District.
  • 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.
  • Evaluate students' academic and social growth by monitoring individualized education plans and progress reports.
  • Utilize assessment materials and make appropriate classroom student assessments.
  • Maintain accurate and complete student records and prepare reports on students and activities as required by laws, district policies, and administrative regulations.
  • 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 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.
  • 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 workday.
  • Participate in faculty committees and sponsorship of student activities.
  • Supervise students and/or educational assistants as assigned and/or required to maintain a safe and orderly environment which is conducive to learning.
  • Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Participate as a collaborative teacher team member.
  • 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.
  • Ability to listen, speak, write, read and respond clearly to students, parents, community members, and to each other; ability to use a variety of media and technology to enhance their communications.
  • 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.
  • Good attendance and punctuality are a must to ensure that the duties and responsibilities of the job are performed successfully.
  • 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.
  • Must be willing to support and implement Davenport's multi-tiered system of supports (MTSS) for both behavior and academics.
  • Other duties as assigned.

Physical Requirements of Position: (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.)
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.)
  • B.A. or B.S. degree in Education.
  • Cross-cultural experience preferred.
  • Special education teaching experience desired.
  • 5-12 Instructional Strategist I: Mild/Moderate [261]
  • Willingness to accept supervisory duties that are conducive to a positive building environment.
  • Understanding of the need for confidentiality with respect to student and parental rights and for conversations and hard copy information.
  • Experience with Project Lead the Way (PLTW) or willingness to be trained.
  • 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.

What Davenport Community School District employees say

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