Frontline Applicant Tracking - Burlington Community School District

Openings as of 3/31/2025
Student Support Services

Special Education Student Support Professional

JobID: 3478

Position Type:
  Student Support Services


Date Posted:
  2/24/2025


Location:
  Black Hawk Elementary School


  Additional Information:  Show/Hide

Special Education Student Support Professional
BURLINGTON COMMUNITY SCHOOL DISTRICT


Position Title: Special Education Student Support Professional        Job Classification: Professional Services
Reports to: Building Principal Days: 187
================================================================================
QUALIFICATIONS
- Bachelor’s Degree in Social/Human Services field, or a 2 year degree and five years of successful related
work experience, or equivalent qualifications.
- Crisis Prevention Intervention (CPI) Certified, or willingness to be trained due to that CPI Certification is required.

POSITION PURPOSE
This position will support the behavioral and social/emotional needs of special education students by utilizing trauma
informed practices and supporting evidence based practices to enhance student learning and maximize the educational
opportunities available to each child.

DUTIES AND RESPONSIBILITIES
- Provide special education services to identified students, following the Individualized Education Plans and
Behavior Intervention Plans including behavioral de-escalation and crisis intervention.
- Engage in ongoing communication with Special Education Teachers, Principal, and other service providers.
- Monitor and collect accurate data regarding student behavioral and educational progress using identified tools and
procedures.
- Present a positive and professional image of the school and district to parents and convey to them the school’s
genuine concern with the education, growth and development of each child.
- Use knowledge and understanding of the reciprocal influences of home, school, and community to support for
student success via such practices as assessment, crisis intervention, home visits, conflict resolution, consultation,
program development, dropout prevention, and coordination of school and community services as it applies to
Special Education Students.
- Participate in Behavior Focus IEP meetings and those which behavior supports may be considered.
- Serves as a liaison between the school, families, and community services, by connecting Special Education
students to building student assistance teams and Special Education resources appropriate to their needs.
- Prioritize and support special education high need behavior cases.
- Monthly participation of Special Education Leadership Team meetings.
- Model and coach the use of evidence based behavioral and social/emotional practices for school personnel with a
strong focus on special education teachers/paraprofessionals.
- Support Chapter 103 documentation and debrief meetings.
- Follow policies, procedures, standards and rules in accordance with national and state laws, the Iowa Dept. of
Education and the Burlington Community School District, including maintaining strict confidentiality regarding
student disabilities and services.
- Develop relationships with students, school personnel and families.
- Work collaboratively as a member of a broader support team including building, district and AEA staff.
- Keep sufficient records for use by school staff and outside agencies when appropriate.
- Other duties as assigned.

PHYSICAL DEMANDS
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 bend arms, torso, and neck. Must be able to occasionally lift, move, or push items of 50
lbs. such as assisting children or moving/rearranging furniture. The employee may be required to use restraint holds within
the scope of training provided by the District. Specific vision requirements include close vision, distance vision, color
vision, peripheral vision, depth perception, and ability to adjust focus. 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. May also involve above-
average levels of activity at times that can’t always be anticipated.

DISCLAIMER CLAUSE

I have read and understand the information contained in the Position Description and Specifications. I further understand
that this Position Description and Specifications is not intended and should not be construed as an exhaustive list of all the
responsibilities, skills, efforts, or working conditions associated with this position. I may be required to perform additional
tasks necessary to meet district objectives. This Position Description is intended to be an accurate reflection of the
principal job elements essential for making fair decisions.

___________________________________________________ ____________________________________
Employee Signature Date
___________________________________________________ ____________________________________
Supervisor Signature Date
Burlington Community School District is an Equal Opportunity Employer. Burlington Community School District ensures
equal employment opportunities regardless of race, color, national origin, sex, disability, religion, creed, age, sexual
orientation, or gender identity. Burlington Community School District has a policy of active recruitment of qualified
minority teachers and non-certified employees. Any individual needing assistance in making application for any opening
 





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Openings as of 3/31/2025
Student Support Services

Behavior Intervention Specialist, Special Education (2025-26 School Year)

JobID: 3499

Position Type:
  Student Support Services


Date Posted:
  3/25/2025


Location:
  District-Wide


  Additional Information:  Show/Hide

Behavior Intervention Specialist, Special Education
 
Job Category:  Professional Services
Contract Length:  197 Days (10 beyond certified teachers)
Reports To:  Director of Curriculum
Salary:  Commensurate with experience and qualifications.  Minimum equal to certified salary schedule for degree held at step 1 +$5000.  
 
Minimum Qualifications:  Licensed by the Iowa Board of Educational Examiners as a Special Education Teacher-Strat II BD, School Psychologist, School Social Worker, or School Counselor.
 
 
Desired Qualifications:  Extensive experience and/or training in the area of applied behavioral analysis, school based mental health, and/or behavior related disabilities.  Demonstrated success coaching and/or consulting with educators on topics related to student behavior, classroom management, and Special Education. Board Certified Behavior Analyst.  
 
 
Position Summary:
 
The Behavior Intervention Specialists works collaboratively with other educators to identify the learning and behavior management needs for students with challenging behaviors, develop appropriate behavior intervention plans and specialized program curriculum, and ensure that evidence based practices are implemented with fidelity.  The Specialist works to ensure that individuals with disabilities who are exhibiting challenging behaviors are provided with appropriate educational programming.
 
Job Roles & Responsibilities
 
• Referral based evaluation of students with challenging behaviors.

• Consultation for the development of effective IEP, Functional Behavioral Analyses, Behavior Intervention Plans, and related program delivery.

• Provision of direct services as determined appropriate by the IEP Team within the District’s Continuum of Services.

• Familiarity with applicable legal requirements including IDEA, Chapter 103:  Seclusion and Restraint, Iowa Special Education Procedures, etc.

• Support effectives structures for social-emotional learning and prosocial behavioral development within an MTSS framework and a continuum of Special Education Services.  

• Consultation and coaching of teachers to support the needs of students with significant behavioral challenges.

• Trainer for CPI Nonviolent Crisis Intervention and other related programs adopted by the District.  

• Provide supports for students and families within a trauma-informed framework.

• Provide professional development for staff on relevant topics to support classroom management and provision

• Assist with the selection of evidence based practices and support implementation integrity.

• Meet with building level student assistance and leadership teams to assist with the problem-solving and data-based decision making processes at the individual student and systems levels.  

• Serves as a member of relevant building and district level committees as assigned.  

• Additional duties as assigned.
 
Job  Requirements
 
• Travel within district on a daily basis.  Travel outside the district on an occasional basis.  

• Form positive relationships with staff, parents, and students.  

• Crisis intervention including use of verbal de-escalation and nonviolent physical restraint.
 


PHYSICAL, MENTAL, AND VISUAL EFFORT:Continuous sitting, speaking, hearing and visual effort. Frequent
reaching, stooping, kneeling, fine manipulation and repetitive hand motions. Occasional lifting and carrying up to
50 lbs. Close mental and visual attention. Work involves some irregularities and difficulties, repetitive and varied
tasks. Continuous general concentration.

WORKING CONDITIONS: Work is primarily performed in a normal classroom/office setting. Occasionally
exposed to dust, noise, odors, and other irritants. Stress associated with work pace and pressure.

DISCLAIMER CLAUSE:
I have read and understand the information contained in the Position Description and Specifications. I further
understand that this Position Description and Specifications is not intended and should not be construed as an
exhaustive list of all the responsibilities, skills, efforts, or working conditions associated with this position. I may be
required to perform additional tasks necessary to meet district objectives. This Position Description is intended to be
an accurate reflection of the principal job elements essential for making fair decisions.


___________________________________________________ ____________________________________
Employee Signature                                                                      Date
___________________________________________________ ____________________________________
Supervisor Signature                                                                     Date


It is the policy of the Burlington Community School District not to discriminate on the basis of race, color, national
origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender
identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is
a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to
this policy please contact the district’s Equity Coordinators.
 
For Educational Programs: Cory Johnson, Director of Curriculum, cory.johnson@bcsds.org
For Employment: Laci Johnson, Director of Human Resources, laci.johnson@bcsds.org
Burlington Community School District, 1429 West Avenue, Burlington Iowa, (319) 753-6791





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Openings as of 3/31/2025
Student Support Services

Early Childhood Center Child Care Professional (Full Time)

JobID: 3440

Position Type:
  Student Support Services/Childcare Workers


Date Posted:
  12/9/2024


Location:
  Corse Early Childhood Center


  Additional Information:  Show/Hide
Position Title:  Early Childhood Center Child Care Professional                                               FLSA Status:  Exempt 
               
Reports to:  Principal                                                                                                                   Days:  261
                                                                                                                               
 
  
QUALIFICATIONS:
 
Requires the following (or equivalent qualifications):
 
• High school diploma or equivalent.
• Must be at least 18 years old.
• Must meet all state child care teacher requirements.
• High level of flexibility and willingness to work within business hours.
• Previous experience in a childcare setting or in a licensed daycare preferred.
• Child Development Associate or college degree in Early Childhood Education, Child Development, or related preferred
 
 
POSITION PURPOSE: 
Promotes the social, physical, and intellectual growth of the children under his or her care.  Performs all duties necessary to ensure that children’s needs are taken care of.  Works effectively with other team members to create an environment of learning and keeps parents informed of the progress of their child. 
 
                               
PERFORMANCE ACCOUNTABILITIES
 
• Childcare support staff will accept the philosophy of the Early Childhood Center and will work as part of the teaching team to encourage a positive learning environment for all children within the center.
• Document and share with parents the important milestones in a child’s day.
• Collaborate with other passionate preschool teachers and leaders to implement an engaging and developmentally appropriate curriculum.
• Respect and observe children's interests.
• Intervene when needed to maintain safety.
• Enhance children's play with language, toys, and activities.
• Encourage and model social behavior and expectations which are developmentally appropriate.
• Share ideas in planning a daily schedule which provides a balance of activities: quiet/active, indoor/outdoor, fine/gross motor, etc.
 
 
 
PHYSICAL, MENTAL, AND VISUAL EFFORT
               
Continuous sitting, speaking, hearing, and visual effort.  Frequent standing, walking, reaching, stooping, kneeling, and repetitive hand motions.  Occasional lifting and carrying up to 25 lbs.  Close mental and visual attention.  Fine motor skills and fine manipulation abilities necessary.  Work involves numerous irregularities including complicated, complex, repetitive, and varied tasks. Continuous general concentration necessary.
 
WORKING CONDITIONS:
 
Work is primarily performed in an office setting.  Occasionally exposed to dust, noise, odors, and other irritants.  Stress associated with work pace and pressure of the Administration Office.  Travel required.  Exposed to the hazards of the road
when traveling..
 
 
 
DISCLAIMER CLAUSE
 
I have read and understand the information contained in the Position Description and Specifications.  I further understand that this Position Description and Specifications is not intended and should not be construed as an exhaustive list of all the responsibilities, skills, efforts, or working conditions associated with this position.  I may be required to perform additional tasks necessary to meet district objectives.  This Position Description is intended to be an accurate reflection of the principal job elements essential for making fair decisions.
 




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Openings as of 3/31/2025
Student Support Services

Early Childhood Center Child Care Professional (Part Time)

JobID: 3441

Position Type:
  Student Support Services/Childcare Workers


Date Posted:
  12/9/2024


Location:
  Corse Early Childhood Center


  Additional Information:  Show/Hide
Position Title:  Early Childhood Center Child Care Professional                                               FLSA Status:  Exempt 
               
Reports to:  Principal                                                                                                                   Days:  261
                                                                                                                               
 
  
QUALIFICATIONS:
 
Requires the following (or equivalent qualifications):
 
• High school diploma or equivalent.
• Must be at least 18 years old.
• Must meet all state child care teacher requirements.
• High level of flexibility and willingness to work within business hours.
• Previous experience in a childcare setting or in a licensed daycare preferred.
• Child Development Associate or college degree in Early Childhood Education, Child Development, or related preferred
 
 
POSITION PURPOSE: 
Promotes the social, physical, and intellectual growth of the children under his or her care.  Performs all duties necessary to ensure that children’s needs are taken care of.  Works effectively with other team members to create an environment of learning and keeps parents informed of the progress of their child. 
 
                               
PERFORMANCE ACCOUNTABILITIES
 
• Childcare support staff will accept the philosophy of the Early Childhood Center and will work as part of the teaching team to encourage a positive learning environment for all children within the center.
• Document and share with parents the important milestones in a child’s day.
• Collaborate with other passionate preschool teachers and leaders to implement an engaging and developmentally appropriate curriculum.
• Respect and observe children's interests.
• Intervene when needed to maintain safety.
• Enhance children's play with language, toys, and activities.
• Encourage and model social behavior and expectations which are developmentally appropriate.
• Share ideas in planning a daily schedule which provides a balance of activities: quiet/active, indoor/outdoor, fine/gross motor, etc.
 
 
 
PHYSICAL, MENTAL, AND VISUAL EFFORT
               
Continuous sitting, speaking, hearing, and visual effort.  Frequent standing, walking, reaching, stooping, kneeling, and repetitive hand motions.  Occasional lifting and carrying up to 25 lbs.  Close mental and visual attention.  Fine motor skills and fine manipulation abilities necessary.  Work involves numerous irregularities including complicated, complex, repetitive, and varied tasks. Continuous general concentration necessary.
 
WORKING CONDITIONS:
 
Work is primarily performed in an office setting.  Occasionally exposed to dust, noise, odors, and other irritants.  Stress associated with work pace and pressure of the Administration Office.  Travel required.  Exposed to the hazards of the road
when traveling..
 
 
 
DISCLAIMER CLAUSE
 
I have read and understand the information contained in the Position Description and Specifications.  I further understand that this Position Description and Specifications is not intended and should not be construed as an exhaustive list of all the responsibilities, skills, efforts, or working conditions associated with this position.  I may be required to perform additional tasks necessary to meet district objectives.  This Position Description is intended to be an accurate reflection of the principal job elements essential for making fair decisions.
 




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