Assistive Technology Specialist

Woodland School District #50; Gurnee (IL); On-site; USD 65,000 - 90,000; Full time

Job summary

Woodland School District #50 is seeking an Assistive Technology Specialist to support students districtwide by integrating assistive technology into instruction and ensuring effective IEP implementation.

The specialist will lead the district AT team, coordinate evaluations, train staff, and collaborate with teachers, families, and administrators to improve learning outcomes through technology.

Qualifications

• Illinois Professional Educator License with technology specialist, computer applications and/or computer science endorsements.
• Bachelor's degree required.
• Teaching or student teaching experience required; elementary experience preferred.

Responsibilities

• Has command of the Woodland District 50 curriculum including RtI.
• Uses varied instructional techniques and differentiates instruction to meet individual needs.
• Leads the assistive technology team and coordinates evaluations.
• Manages IEP-related assistive tech planning and communicates with families.
• Collaborates across buildings with staff and paraprofessionals.
• Sets up and troubleshoots AT devices and software for classroom use.

Education

Bachelor's Degree

Job description

Position Title: AssistiveTechnology Specialist
Applicants are instructed to address in their application/resume their experiences directly related to each section noted in this posting.
Position Type: Districtwide: Technology
Location: Districtwide
Date Available: August 17, 2026,plus six days of New Staff orientation August 5 - 12, 2026
QUALIFICATIONS

1. License/Certification:Illinois Professional Educator Licensewith technology specialist, computer applications and/or computer science endorsement(s)
2. Education: Required - Bachelor's Degree
3. Experience - Required - Teaching or student teaching experience
   - Preferred - Teaching or student teaching experience in an elementary school technology classroom

ESSENTIAL PERFORMANCE RESPONSIBILITIES:

1. Has command of the subject matter and effectively implements the Woodland District 50 curriculum including Response to Intervention (RtI)
2. Uses a variety of instructional techniques and differentiates instruction to meet the individual needs and interests of the students
3. Adheres to the guidelines outlined in the Woodland School District 50 Staff Handbook
4. Contributes to a positive school climate through the support of the district's Strategic Plan and Positive Behavior Intervention and Support (PBIS) program
5. Orders materials and supplies as per district procedures, with appropriate authorization and within budgetary constraints
6. Works cooperatively with other staff members as needed regarding students who may needspecialized interventions
7. Collaborates with staff and paraprofessionals to meet the needs of students with special needs
8. Meets and instructs assigned classes in locations and at the times assigned
9. 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
10. Adheres to all school and district policies and procedures, including maintaining confidentiality
11. Collaborates as needed with appropriate school personnel regarding students who may need specialized interventions
12. Uses a variety of avenues to communicate regularly with parents and school personnel regarding students' levels and rates of progress
13. Assesses the needs of the special education and support staff regarding their knowledge of thetechnology required to facilitate the effectiveness of the integration of technology into the Individualized Educational Plan (IEP) for those students in need.
14. Lead the assistive technology team at Woodland
    1. Facilitate meetings
    2. Coordinate services with administration
    3. Process referrals
    4. Schedule evaluations
       1. Including data gathering from service providers
       2. Type and distribute formal copies of evaluations
       3. Attend IEP team meetings to facilitate the inclusion of specific technology when needed
15. Assists with referring to outside sources when needed on complex students.
16. Assists in training staff (certified and Educational Support Staff [ESP]) on specific programs or equipment being used by a student in their classroom
17. Trains staff on how to set up program structure to adapt for specific lessons.
18. Works hands-on with students in classrooms assessing and implementing software andhardware
19. Helps address technology issues with Assistive Technology (AT) devices being used when they are not working properly or settings/preferences need to be adjusted. Troubleshoot problems and concerns.
    1. Helps provide parents with information when they wish to pursue items they can purchase or use at home.
20. Facilitates the SETT (Students-Environment-Tasks-Tools) process:
    1. Student: Talk with team who refer a student for assistive technology and identify student's educational/communication/physical needs. Identify their strengths and limitations.
    2. Be able to work in all buildings across the district
    3. Be able to work in a variety of settings with a variety of teams-special education, regular education, resource, etc.
    4. Act as liaison between home and school-assessing and integrating technology across environments, keeping families informed of the process, etc.
    5. Environment: Identify the characteristics of their placement, which need to be considered when making decisions regarding assistive technology.
    6. Familiarity with buildings and demands (i.e. different environments throughout district tools already available, etc)
    7. Knowledgeable about district resource (categorize and track equipment)
    8. Knowledgeable about external resources (SEDOL, INFINITEC)
    9. Task: Help identify the specific tasks the student needs to perform in order to be successful. (what will the device be used for?)
    10. Tools: What are appropriate low tech or high tech? Tools that would help facilitate the student's success.
    11. Willingness to learn and implement high and low tech tools; software and hardware
    12. Willingness to use community resources to further knowledge
21. Assists in writing goals to incorporate in the IEP that address the student's assistive technology needs.
22. Follows up with teachers and students after recommendations are made from private/outside evaluators or Woodland's tech team
23. Provides supplemental services for Tier 2 & 3 Response to Intervention (RtI) interventions as appropriate with his/her workload
24. Performs other such duties and assumes other responsibilities as may be assigned by the School Principal or Director of Special Education

KNOWLEDGE, SKILLS AND ABILITIES:

• Planning and Preparation - Must be able to demonstrate 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 - Creates an environment of respect and report, establishes a culture for learning, manages classroom procedures, manages students 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, maintains accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism.

Technical:

Competent in digital environments; Chromebooks, databases, spreadsheets, publishing software, Microsoft Office, Google applications etc. Must have completed or be willing to attend Project Lead the Way training.

Interpersonal:

Ability to develop and maintain positive relationships with students, staff, parents, businesses and community. Strong organization, communication and interpersonal skills. Empathetic, humanistic and open-mindeds. Strong sense of teamwork. Strategic thinker. 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 exhibit sound judgment in dealing with people. Must have strong organizational skills.

DISTRICT CORE COMPETENCIES:

1. Support the establishment of mutual respect and equal human dignity across the entire school community.
2. Welcomes inclusion, equity and diversity.
3. Have an unwavering commitment to the success of all students.
4. 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.
5. Regardless of the identities of students, staff