Teacher

Hawthorne Foundation; Westchester (IL); On-site; USD 50,000 - 70,000; Full time

Benefits offered by this job

Medical/Dental/Vision benefits

Retirement plan

Education incentives

Life insurance/AD&D

Job summary

The Hawthorne Foundation is seeking a dedicated Special Education Teacher to support students with developmental disabilities in Westchester, Illinois. This position involves programming, conducting annual assessments, and individualizing instruction to meet the needs of each student.

The ideal candidate will possess a New York State Teaching Certificate in Special Education and will work closely with faculty and behavior analysts to enhance student learning. Comprehensive benefits including medical, retirement plans, and paid time off are provided.

Qualifications

• New York State Teaching Certificate – Special Education required.
• Willingness to complete Personalized System of Instruction (PSI) training.
• Ability to model appropriate classroom behavior.

Responsibilities

• Conduct individualized assessments for all students annually.
• Present and analyze individualized instruction for each student.
• Work with Behavior Analyst Supervisor on curriculum development.

Skills

New York State Teaching Certificate – Special Education

Ability to train and supervise teacher aides

Sensitivity to students' needs with developmental disabilities

Education

Certification in Special Education

Job description

Sign‑on bonus: $1500 for new full‑time employees. Additional bonuses: $750 upon completion of 3 months; $750 upon completion of 6 months.

Special Education Teacher

Qualifications

• New York State Teaching Certificate – Special Education
• Willingness to complete Personalized System of Instruction (PSI) training modules in a timely manner. The three‑tiered training modules include knowledge of the terminology of the science of Applied Behavior Analysis, fast and accurate presentation, and consecution of instruction (learn units) as well as analysis of individual student data.
• Ability and willingness to train and supervise teacher aides in the appropriate presentation of instruction and consecution of student behavior. Ability to model appropriate classroom behavior.
• Sensitivity to the communication, academic, and social needs of students with developmental disabilities at all levels of independence.

Responsibilities

• Programming
• Conduct individualized, criterion‑referenced inventories of behavior repertoires (assessments) for all students on an annual basis.
• Present individualized instruction to all students with a minimum per student and measure, graph, and analyze all students’ progress on all IEP objectives on a daily basis.
• Analyze student progress on a daily or moment‑to‑moment basis and work closely with behavior analyst supervisors to design phases and changes and note objectives for each individual student.
• Work with the Behavior Analyst Supervisor on the development of curricula and behavior procedures to be followed in the classrooms.

Accountability

• Accountable to the School Age Program Coordinator and indirectly accountable to the Executive Director.

Supervision

• Supervise and guide teacher aides in the application of behavioral techniques.
• Ensure that programs are followed and data recorded appropriately.
• Model appropriate classroom behavior for all classroom staff.

Evaluation

• Assess students’ abilities according to their performance on criterion‑referenced assessments, authentic assessments, and instructional objectives.
• Construct ongoing analysis of problems and progress in IEP programs.
• Review communication, academic, and social progress of students at CSE meetings annually and semi‑annually at interdisciplinary team meetings.
• Maintain an up‑to‑date account of students’ educational progress (IEP updates and student progress reports) and analyze program data on a daily basis.
• Complete IEP Packets for all students for New York State requirements.
• Cooperatively review all class grouping lists and evaluate requests for reassignments with Behavior Analyst Supervisors, specialists, and teachers of students involved.

Fiscal Planning

• Use educational materials available, recommend additional materials to the Behavior Analyst Supervisors (with permission from the Director of Education), and purchase additional curricular supplies as needed.
• Report to Behavior Analyst Supervisors on the conditions of classroom equipment and the physical environment (write work orders for repairs) and ensure that classrooms are kept clean and in good condition.

Additional Responsibilities

• Participate in the preparation of community‑oriented programs.
• Maintain daily attendance records.
• Participate in professional staff meetings, behavior analysis courses (when offered), and the PSI training modules provided as part of ongoing, in‑service training.
• Maintain communication with families/agencies regarding students’ programs.
• Complete summaries of students’ progress four times a year.
• Participate in pre‑placement screening and evaluations of prospective students.
• Ensure compliance with all New York State Education Department regulations.
• Attend professional conferences and in‑service training sessions as scheduled during the year.
• Communicate with Behavior Analysis Supervisors in a timely manner whenever behavioral, instructional, or health and safety problems arise.
• Maintain up‑to‑date scripted curricula and communicate to other classroom staff regarding changes in students’ programs.
• Arrive at work on time every day.
• Protect the health, safety, and welfare of all students at all times, and adequately supervise or arrange for adequate supervision of students at all times (including break times).
• Assume responsibilities as assigned.

Physical Responsibilities

• Sitting, standing, bending, lifting, and moving intermittently during work hours.
• Cope with the mental and emotional stress of the position.
• Possess sight and hearing senses or use prosthetics that will enable these senses to function adequately so that the requirements of the position can be fully met.
• Function independently, have personal integrity, be flexible, and able to work effectively with other personnel.
• Be in good general health and demonstrate emotional stability.

Benefits

• Medical/Dental/Vision benefits
• Retirement plan
• Education incentives
• Life insurance/AD&D
• 403(b) plans
• Paid vacation, holiday, and sick time for eligible employees