Special Education Teacher (Structured Functional)

Special Education Teacher (Structured Functional)

Assist students in remedying academic and behavioral delays; consult with school staff regarding appropriate behavioral/academic interventions for students in regular education and special education for students requiring special education services. Self-contained Classroom.

Qualifications

• License: Required - Illinois Professional Educators License with LBS-1 Endorsement registered in Lake County
• Education: Required - Bachelor's Degree
• Experience: A. Required - Prior teaching experience or student teaching experience B. Preferred - Experience with educational life skills teaching, low incidence population and behavior planning.

Essential Performance Abilities

• Has command of subject matter and effectively implements the Woodland District 50 curriculum including Response to Intervention (RTI) and Common Core State Standards.
• Contributes to a positive school climate through the support of the district's Strategic Plan and Positive Behavior Intervention and Support (PBIS) program.
• Orders materials and supplies as per district procedures, with appropriate authorization and within budgetary constraints.
• Works cooperatively with the other staff members.
• Collaborates as needed with appropriate school personnel regarding students who may need specialized interventions.
• Meets and instructs assigned classes in locations and at the times assigned.
• Maintains control of storage and use of school-owned property; keeps supplies in good working condition, is responsible for all materials as well as manages repair of equipment.
• Uses a variety of avenues to communicate regularly with parents and school personnel regarding students' levels and rates of progress.
• Daily lesson plans are organized and educational materials are prepared to implement district curriculum and Common Core State Standards.
• Uses a variety of instructional techniques and differentiates instruction to meet the individual needs and interests of the students.
• Contributes and models a positive school climate through the support of the district's Strategic Plan and Positive Behavior Interventions and Support (PBIS) program.
• Adheres to the guidelines outlined in the Woodland School District 50 Staff Handbook.
• Attends Individualized Education Plan (IEP) meetings, parents meetings, problem solving team meetings, etc. when appropriate.
• Selects learning content congruent with prescribed curriculum and IEP. Provide modifications/accommodations as listed on the IEP to meet the various learning styles of students.
• Develops and completes measurable IEP goals and objectives. Progress monitors all goals and objectives consistently as outlined by the District.
• Develops, maintains and implements appropriate Individual Education Plans in accordance with state and federal statutes.
• Adapts teaching methods and instructional materials to meet students varying needs, interests and abilities.
• Utilizes a variety of instructional techniques and media, consistent with the needs and capabilities of the individuals or student groups involved. Incorporates technology and assistive technology into classroom activities.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students. Works effectively with students with varying disabilities in a classroom setting.
• Provides classroom management to meet the needs of a variety of students. Effectively and consistently provide behavioral interventions to a variety of students.
• Prepares for classes assigned and shows written evidence of preparation upon request of immediate supervisor.
• Strives to implement by instruction and action the District's philosophy of education and instructional goals and objectives.
• Works cooperatively with other school personnel in the identification, diagnosis and remediation of individual students with specialized needs, to include providing RTI support when appropriate.
• Maintains accurate, complete, and correct records as required by law, district policy and administrative regulations.
• Assists the administration in implementing all policies and rules governing student life and conduct.
• Makes provisions for being available to students and parents for education-related purposes outside the instructional day when necessary.
• Plans and supervises purposeful assignment for paraprofessionals and volunteers.
• Strives to maintain and improve professional competence by attending professional development activities.
• Demonstrates responsibilities in completing duties accurately and promptly.
• Works collaboratively with parents to increase their understanding of their child's disability and provide suggestions to enhance the child's ability to benefit from educational environment.
• Utilizes the RTI model to assist in reviewing data, determining academic needs, setting appropriate academic goals and implementing interventions for students.
• Establishes and maintains standards of pupil conduct in alignment with the Parent/student Handbook and PBIS in order to provide for a safe, orderly, productive environment.
• Maintains accurate, complete and up-to-date records of student attendance, projects and grades.
• Gathers and maintains up to date records of student grades and assessment data to assist in the placement of students
• Administers state and local standardized ability and achievement tests and interprets results to determine student strengths and areas of need.
• Attends and participates in team, department, faculty meetings and professional developments
• Keeps up to date with developments in subject area, teaching resources and methods and makes relevant changes to instructional plans and activities to meet the needs of all students.
• Adheres to all school and district policies and procedures, including maintaining confidentiality.
• Performs other such duties and assumes other such responsibilities as may be assigned by the Director of Special Education, School Principal, Assistant Principal or Special Education Supervisor.

Knowledge, Skills and Abilities

• Planning and Preparation: Responsible for demonstrating knowledge of content and pedagogy, students, and resources. Design coherent instruction and select appropriate instructional activities, and has the ability to assess students learning.
• Classroom Environment: Responsible for creating an environment of respect and establishes a culture for learning, manages classroom procedures, manages student's behavior, and has the ability to organize physical space.
• Instruction: Communicates clearly and accurately, uses questioning and discussion techniques, engages students in learning, provides feedback to students, and demonstrates flexibility and responsiveness.
• Professional Responsibility: Reflects on teaching, must maintain accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism.
• Technical: Must be able to utilized a white board/smartboard, iPads with various apps, online assessment tools, Microsoft Office and Google programs, and district email/voicemail systems.
• Interpersonal: Ability to develop and maintain positive relationships with students, staff, parents, businesses and community. Strong organization, communication and interpersonal skills. Must be able to work harmoniously with the community, students, parents, staff, and administration, etc. Must be able to communicate effectively with students, parents and staff. Must have the ability to lead and support paraprofessional staff in the classroom and collaborate with all related service providers. Must exhibit sound judgment in dealing with people. Must have strong organizational skills.

District Core Competencies

• Support the establishment of mutual respect and equal human dignity across the entire school community.
• Welcomes inclusion, equity and diversity.
• Have an unwavering commitment to the success of all students.
• Understanding that your identity may be different than students, parents, and staff, you are willing to put those differences aside for the success of all students.
• Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them.
• Willingly anticipate, identify and adopt change.
• Engage in all job-related interactions and activities, with contacts from within and outside the District, in a courteous and professional manner.
• Communicate with styles that are approachable and respectful.
• Participate in professional development and training to become more effective and efficient.
• Take initiative to manage multiple tasks.
• Effectively organize work to be as productive as possible.

Physical Demands

Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordinated performance. Physical Effort: Ability to support students with daily living skills and if needed physically support them within the school setting. Work requires handling average weight materials or equipment, but not for sustained periods.

Working Conditions

Some exposure to definitely disagreeable elements. Travel to schools and seminars as needed.

Terms of Employment

180 days; Monday thru Friday

Salary Range

BA / Step 1: $47,123 - MA +45 / Step 8 - $63,094. Based on experience and education as