Special Education

Illinois Education Job Bank; Rantoul (IL); On-site; USD 48,000 - 66,000; Full time

Benefits offered by this job

Small class sizes

Instructional Coaches

Reading and Math Specialists

Job summary

The Illinois Association of School Administrators is seeking a dedicated educator to support students through the IEP process, assess progress, and collaborate with general education staff. This on-site role emphasizes accurate records, instructional planning, and effective communication with families.

The position requires knowledge of Special Education law and a commitment to creating differentiated learning experiences that meet diverse student needs.

Qualifications

• Bachelor’s Degree (Special Education) or related field.
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).

Responsibilities

• Evaluate and assess student progress against instructional objectives.
• Function as IEP Manager for assigned students.
• Coordinate instruction with general education staff and teachers.
• Develop, select, and modify instructional plans and materials.
• Design individual and small group instruction.
• Maintain records and follow required procedures.

Skills

Strong communication

Curriculum planning

Differentiated instruction

Education

Bachelor’s Degree (Special Education)

Illinois Teaching Certificate

Job description

Specific Duties include, but not limited to the following:

• Evaluates and assesses student progress against instructional objectives.
• Functions as IEP Manager to assigned students.
• Must have working knowledge of state and federal Special Education Law.
• Understandsandcomplieswiththepolicies,rules,andregulationsregardingtheeducationofstudents receivingSpecialEducationServices.
• Act as coordinator of IEP implementation with general education staff.
• Provide an atmosphere and environment conducive to the intellectual, physical, social and emotional development of each student to ensure success.
• Develop, select and modify instructional plans and materials to meet the needs of all students.
• Design individual and small group instruction.
• Articulate curriculum between and among grade levels.
• Maintain appropriate records and follows required procedures and practices.
• Manage classroom organization.
• Supervise students in a variety of school related settings.
• Communicate and interact with students, parents, staff and community.
• Communicate regularly and assist the classroom teachers in curriculum/instructional modification needs.
• Coordinate instruction with other teachers of the school.
• Administer diagnostic assessment for academic progress and planning.
• Demonstrate knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
• Work cooperatively with the administration and staff to schedule meetings.
• Participates in the RtI process.
• Knowledge of Special Education research, trends, and best practices.
• Engage learners in differentiated learning experiences for the range of skill levels and developmental needs found in the classroom, managing multiple instructional activities simultaneously.
• Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences.

Teaching Framework Responsibilities:

Adapted from the Framework for Teaching.Charlotte Danielson.

• The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships nd the instructional practices specific to that discipline.
• The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
• The teacherdevelops instructionaloutcomes thatareof appropriaterigor andaresuitablefor his/her students, but consistof acombinationof activitiesandgoals, whichpermit viable methodsof assessment.Theyreflect morethanone type of learningandare alignedtothe Common Core Standards.
• The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
• Theteachercoordinates knowledgeofcontent,ofstudents,andofresourcestodesignaseriesof learningexperiencesaligned toinstructionaloutcomes,addressthe CommonCoreStandardsandaresuitableforhis/herstudents.Thelessonorunithas aclearstructureand islikelytoengage studentsinlearning.
• The teacher'splan for student assessment is alignedwiththe instructional outcomes, Common Core Standards,uses clearcriteria,and is appropriate totheneeds of students. Theteacherintendsto use assessmentresults toplan for future instruction for students.
• The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
• The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
• The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The students will follow established classroom routines.
• The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
• Theteacherensuresthe classroom issafe,andlearningis accessibletoall students.Theteacherensures thatthephysicalarrangementisappropriate tothelearning activities. Theteachermakeseffectiveuseof physicalresources,includingcomputer technology.
• Theteacherclearlycommunicatestheinstructionalpurposeof thelessonanddirectionsandproceduresareexplainedclearly.Theteacher'sexplanation ofcontentisclearand accurateandconnectswith students'knowledgeandexperience.Teacher'sspokenand writtenlanguageisclearand correct.Vocabularyisappropriatetothestudents'agesand interests.
• The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response.The teacher engages all students in the discussion and encourages them to respond to one another.
• Theteachercreateslessonsthatarealignedwiththeinstructional outcomes,CommonCoreStandards,aresuitabletothestudents'development,andfacilitatestudentsinconstructingknowledge. Thelessonshaveaclearly definedstructure,andthepacingofthe lessonsisappropriate,providingstudents thetimeneeded tointellectuallyengagewiththeir learning.
• Theteacherusesassessmentstosupportinstruction,throughfrequent monitoring ofprogressbyteacherand/orstudents.Feedbackisregularlygiventostudentsandis accurate.Theteacherensuresstudentsareawareoftheassessmentcriteriausedtoevaluate theirwork.Questions/prompts/assessmentsareusedtodiagnoseevidenceoflearning.
• The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
• The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
• The teacher maintains records that are accurate, efficient, and effective for both instructional and non- instructional purposes.
• The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
• The teacher participates in the professional community and in school and district events and projects.The teacher maintains positive and productive relationships with colleagues.
• The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts feedback from supervisors and colleagues.
• The teacher displays a high level of ethics and professionalism in dealings with both students and colleagues and complies with school and district regulations.

Mental Demands:

• Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with parents and colleagues.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)

Working Conditions:

• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.

Approved May 10, 2012

Qualifications

• Possess a Bachelor’s Degree (Special Education) or related field.Illinois Teaching Certificate.
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).

Why choose RCS? Here are three reasons, just to get started...

• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers--all to support you and your students.