Special Education Teacher

Core Accountabilities

• Academic Instruction
  • Show evidence of pre-planned lessons and design lessons in a clear, logical, sequential format.
  • Present lessons consistent with the curriculum guide and use learning activities designed to achieve stated objectives.
  • Provide efficient and smooth transitions between activities.
  • Make appropriate use of a variety of instructional materials.
  • Spend minimal time on non-learning activities and set a pace for learning consistent with each student’s functional ability.
  • Plan lessons to meet each student’s goals and objectives listed in the IEP.
  • Exhibit competence in the assigned teaching area.
• Reports and Forms
  • Maintain attendance reports in the required online system.
  • Complete weekly progress reports that indicate regular assessment of student goals and progress and submit for principal review.
  • Participate in parent–teacher conferences.
  • Prepare, administer, and maintain student evaluation instruments (e.g., student assignments, teacher gradebook, report cards) within required timeframes.
  • Review, revise, and update IEPs as needed in the online program.
  • Submit a list of all IEP annual/re-evaluation deadlines to the Clinical Supervisor.
  • Develop, complete, and implement Curriculum Guide, mapping, and pre-/post-tests as assigned.
• Behavioral Management
  • Establish and maintain a positive and effective rapport with all students.
  • Develop a classroom management plan; ensure classroom rules are clearly posted.
  • Display a calm, neutral manner and tone when managing student behavior.
  • Support students with emotional or behavioral concerns and assist them in developing appropriate social skills.
  • Implement the C.H.O.I.C.E.S. Curriculum and utilize the Five-Step Problem-Solving Model when addressing student behaviors, concerns, and needs.
• Additional Duties and Responsibilities
  • Collaborate with the school counselor regarding students’ academic and behavioral concerns, interpersonal relationships, and coping skills.
  • Maintain communication with parents regarding behavioral and/or academic concerns in the best interest of the students.
  • Plan and facilitate classroom team meetings with the assigned paraprofessional and counselor.
  • Attend and participate in all staff meetings and in-services.
  • Work cooperatively with colleagues in planning and implementing instructional activities; share ideas, resources, materials, and methods.
  • Work cooperatively with administration to implement school policies and regulations.

Qualifications

• Illinois Professional Educator’s License (PEL) with the Learning Behavior Specialist I (LBS1) endorsement required, or PEL with willingness to obtain the LBS1 endorsement.
• Experience working with youth with emotional, behavioral, or academic difficulties preferred.
• Desire to assist students with special needs in a learning environment.
• Ability to work and interact with all school personnel and students in a cooperative, collaborative, and courteous manner.
• Ability to work under stressful situations and build effective rapport with the student population.
• Effective organizational skills, time management, and flexibility to meet staff and students’ needs.
• Willingness to assume any responsibilities appropriate for the position.
• Support the agency’s Mission, Vision, and Core Values.

CYHS Core Values

• Commitment – Meeting the needs of those we serve through professional services; demonstrating a clear commitment to the agency’s mission by exhibiting shared concern for team members and clientele; embracing new approaches; establishing goals, clarifying tasks, and actively participating in meetings.
• Compassion – Unconditional empathy for all; listening attentively and adjusting behavior and style to effectively address situations; working effectively with people of different backgrounds, abilities, opinions, and perceptions.
• Service – Community support through professionalism, accessibility, and advocacy; striving to provide service via advocacy and reliable, polite behavior.
• Integrity – Upholding honesty, ethical principles, and moral values; taking responsibility for one’s actions; acknowledging weaknesses and accurately assessing personal feelings, strengths, and limitations.
• Teamwork – Collaboration among programs to reflect a diversity of ideas and service delivery; building supportive working relationships; reaching out to others for ideas, sharing credit, and defining success collectively.