K-3 Special Education Teacher

Harvard Community Unit School District 50; Illinois; On-site; USD 45,000 - 65,000; Full time

Job summary

Anova Education is seeking a dedicated Bilingual Special Education Teacher to join their team in Illinois. This position focuses on providing high-quality educational services to students with disabilities while ensuring an inclusive environment. The ideal candidate will support students' diverse needs, communicate effectively in both English and Spanish, and develop individualized education plans (IEPs).

The role requires collaboration with students, families, and staff, as well as a passion for fostering positive relationships and advocating for student success. Interested educators should be ready to implement specialized instructional strategies in a supportive learning atmosphere.

Qualifications

• Deep understanding of special education and bilingual education.
• Passion for supporting students to achieve their full potential.
• Ability to modify curricula and create individualized education plans (IEPs).

Responsibilities

• Facilitates students’ learning in correlation with the Illinois Learning Standards.
• Develops and implements students' Individual Education Plans (IEPs).
• Creates and nurtures supportive classroom communities.

Skills

Effective communication in English and Spanish

Collaboration

Planning and organization

Strong verbal communication

Education

Professional Educator License (PEL)

LBS1 Endorsement

Bilingual preferred

Job description

Job Title

Special Education Teacher

Job Summary

The Bilingual Special Education Teacher will work collaboratively with a diverse team to provide high-quality educational services to students with disabilities, ensuring a supportive and inclusive learning environment. This role requires effectively communicating with students and families in both English and Spanish, advocating for students' individual needs while implementing specialized instructional strategies. The ideal candidate will have a deep understanding of both special education and bilingual education, along with a passion for supporting students in achieving their full potential. Responsibilities include developing and modifying curricula, assessing student progress, and creating individualized education plans (IEPs), all while fostering positive relationships with students, families, and staff.

Qualifications

• Professional Educator License (PEL) or eligible for appropriate license
• LBS1 Endorsement
• Bilingual preferred

Evaluation

This job's performance will be evaluated per provisions of the Board’s policy on the Evaluation of Staff.

Reports to

Building Principal

Terms of Employment

This is a 9-month position—salary and benefits established by the Board of Education. The position retains the Harvard Education Association membership and is part of the Collective Bargaining Unit.

Compensation and Benefits

The details of employee compensation and benefits are comprehensively outlined in the Collective Bargaining Agreement (CBA), a document accessible at the following link: https://www.cusd50.org/page/careers. This agreement is a valuable resource for individuals seeking comprehensive information regarding our organization's remuneration and benefits structure.

FLSA Status

Exempt

Duties and Responsibilities

1. Facilitates students’ learning in correlation with the Illinois Learning Standards
2. Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
3. Communicates the essential questions to clarify the learning goals for each lesson.
4. Configures lessons and select instructional strategies with the intent of ensuring that all students can answer a lesson’s essential question by its conclusion
5. Designs daily lessons incorporating Writing, Inquiry, Collaboration, Organization, and/or Reading (WICOR) to ensure authentically rigorous learning experiences for all students.
6. Designs lessons to include three or more unique learning tasks for students, at least one of which includes whole-class verbal participation.
7. Assesses student progress towards objectives, expectations, and/or goals to provide feedback to students, parents, and administration.
8. Demonstrates the ability to individually assess and monitor the students’ skills in their native language and English.
9. Creates and nurtures supportive, student-centered classroom communities that promote personal empowerment, academic growth, and the social-emotional well-being of all learners.
10. Manages student behavior to provide a safe and optimal learning environment.
11. Provides students with regular opportunities to collaborate with peers, move with purpose, and experience diverse instructional strategies so that they are physically and intellectually engaged as learners.
12. Provides students time to interact with instructional resources and materials in a thoughtful, active manner to support their comprehension and long-term retention of information
13. Allows students to take an active role in their learning by setting and monitoring individualized goals and processing and reflecting deliberately within lessons
14. Develops and implements each student's Individual Education Plan (IEP) and manages the individual caseload.
15. Supports classroom teachers in writing each student’s Individual Education Plan (IEP) and collaborating with colleagues to ensure appropriate modifications or accommodations.
16. Assists and supports students struggling with social-emotional and behavioral concerns through the MTSS framework.
17. Incorporates cultural diversity and appreciation within the curriculum.
18. Uses technologies appropriately in the teaching/learning process.
19. Participates in a professional learning community with various stakeholders, including but not limited to instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes, achieving established classroom objectives supporting the school improvement plan.
20. Participates in various meetings and professional development activities to convey and/or gather information required to perform functions.
21. Demonstrates the ability to work collaboratively with parents and community agencies to promote second language acquisition
22. Serves as primary contact for the parent. Participates in Initial evaluations and reevaluations.
23. Provides direction, supervision, and evaluation of educational assistants as directed.
24. Completes all district and state reporting requirements
25. Performs other duties and responsibilities as determined by the principal or designee or as needs arise.

Required Knowledge, Skills, and Abilities

• Must demonstrate a record of effectiveness in their own teaching
• Must have excellent planning and organization skills
• Must have the ability to work collaboratively with others
• Must have strong verbal communication skills
• Must model a desire and willingness to learn continually

Physical Demands

The physical demands of this position include frequent sitting and standing for extended periods. Repetitive bending at the waist and kneeling, stooping, and crouching to assist students are also required. Regularly walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and occasionally lift and/or move up to 10 pounds.

ADA

The employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990. This job description will be reviewed periodically as duties and responsibilities change with business necessity. Essential and marginal job functions are subject to modification.

Additional Information

This job description is intended to describe minimum qualifications, duties, and responsibilities performed by employees assigned to this position and is not an exhaustive list of all duties and responsibilities. The District reserves the right to amend and change the position responsibilities to meet District needs as necessary.