Alternative Program Special Education Teacher

Anova Education; Urbana (IL); On-site; USD 50,000 - 65,000; Full time

Job summary

A local school district is seeking an Alternative Program Special Education Teacher for Urbana Middle School. Responsibilities include delivering high-quality instruction based on assessments, supporting students with special needs, and coordinating the IEP process. The ideal candidate must hold an Illinois Educator License with LBS1 endorsement and have two years of school-based experience. Excellent organizational and communication skills are essential. The position offers opportunities for additional compensation and is expected to start in the 2026-2027 school year.

Qualifications

• Two years of school-based experience preferred.
• Willingness to become certified in Therapeutic Crisis Intervention.

Responsibilities

• Collaborate with staff to provide comprehensive education.
• Coordinate and monitor the IEP process.
• Assess student performance and plan instruction based on data.
• Design relevant instruction aligned with general education curriculum.
• Maintain a positive learning environment and student-centered decisions.

Skills

Highly organized

Excellent communication and collaboration skills

Excellent problem solver

Education

Illinois Educator License, endorsement LBS1

Job description

Urbana School District #116

TITLE: Alternative Program Special Education Teacher

LOCATION: Urbana Middle School

SUPERVISOR: Building Administrator, Executive Director for Student Services, Assistant Director of Student Services, or Special Education Administrator

SUPERVISES: Teaching Assistants

JOB SUMMARY: The Special Education Teacher is responsible for providing high-quality instruction based on frequent assessment and data analysis and providing services through a structured and supportive environment that provides for student growth. Consultation with general education teachers and related service personnel, serving as case managers, and training and monitoring of teaching assistants are also priorities.

ESSENTIAL FUNCTIONS: To perform this job successfully, an individual must be able to perform each essential function satisfactorily.

• Collaborate with general education staff, related service personnel, parents, teaching assistants, and students to ensure each student on the caseload receives an appropriate comprehensive education.
• Coordinate the IEP process, which includes but is not limited to writing the IEP, facilitating IEP meetings, monitoring and ensuring the provision of services, participating in the eligibility determination process, and maintenance of accurate and up-to-date records for all students on caseload.
• Assess students’ performance through formal and informal measures and use data for instructional decision-making and IEP goal planning.
• Design clear, well-organized, and relevant instruction that is aligned to the general education curriculum, common core standards, students’ needs, ability levels, interests, classroom performance, and assessment results.
• Establish and maintain a learning environment where students are engaged in meaningful learning experiences, staff functions as a team, and decision-making is student‑centered and individualized. Provide a positive model of appropriate and respectful interactions.
• Provide direct instruction to students as written in the IEP.
• Complete progress monitoring of academic and functional goals.
• Consult and collaborate with staff members about student needs and progress to implement necessary accommodations and modifications as outlined in the IEP to ensure access to the general education curriculum.
• Train, monitor, and supervise Teaching Assistants to meet the needs of all students.
• Maintain positive communication with parents through conferences, reports, IEP meetings, and other means as necessary; document contacts.
• Participate in professional development opportunities presented within the district or offered outside of the district.
• Support students who require physical assistance such as transporting, lifting, self‑care (toileting), hygiene, medical needs, or other assistance as outlined in the IEP and appropriate in the educational setting.
• Participate in special activities such as, but not limited to, field trips and vocational and aquatic center activities.
• Other duties and tasks as assigned.

QUALIFICATIONS:

EDUCATION

• Illinois Educator License, endorsement LBS1

EXPERIENCE

• Two years of school‑based experience preferred

OTHER REQUIREMENTS

• Willingness to become certified in Therapeutic Crisis Intervention, maintain certification, and implement physical restraints safely and according to TCI and District requirements and State and Federal Laws.

OTHER SKILLS AND ABILITIES:

• Highly organized
• Excellent communication and collaboration skills
• Excellent problem solver

TERMS OF EMPLOYMENT:

• Salary and Benefit information can be found on the Human Resources webpage. There are many opportunities for employees to earn additional compensation (stipends, differentials, extra duty pay, etc.) during the regular school year and in the summer.
• This is a position within the collective bargaining unit and is not an administrative position.
• This is an exempt position.

EVALUATION: To be completed by the building administrator or district special education administrator

START DATE: School Year 2026-2027

AN EQUAL OPPORTUNITY EMPLOYER

REVISED: February 2025