Special Education Teacher (PK-2nd Grade) 1.0 FTE

Minimum Qualifications

Possess a Bachelor's Degree (Education) or related field.
Illinois Professional Educator License with appropriate Special Education endorsement(s).

Essential Job Skills

• Supervises students in a variety of school related settings.
• Makes evaluations of student outcomes.
• Selects and modifies instructional plans and materials to meet the needs of all students.
• Maintains appropriate use and care of equipment, materials and facilities.
• Plans, organizes and provides instruction based on Common Core State Standards.
• Administers informal and formal assessments.
• Incorporates district initiatives within instruction (adopted programs/policies).
• Evaluates and assesses student progress against instructional objectives.
• Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
• Demonstrates knowledge of educational research, trends, and best practices.
• Provides written feedback to students.
• Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.

Teaching Framework Responsibilities

Adapted from the Framework for Teaching. Charlotte Danielson.

• The educator plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
• The educator seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
• The educator develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
• The educator 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.
• The educator coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students.
• The lesson or unit has a clear structure and is likely to engage students in learning.
• The educator's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students.
• The educator intends to use assessment results to plan for future instruction for students.
• The educator's interactions with his/her students are friendly and demonstrate general caring and respect.
• The educator will develop a classroom culture that is characterized by commitment to learning by educator and student. Student engagement to the task at hand is consistent.
• The educator's management of instructional groups and/or the handling of materials and supplies are consistent.
• The educator ensures that students follow established classroom routines.
• The educator will monitor student behavior and respond to student misbehavior.
• Educator response to student misbehavior is consistent, appropriate and respectful to students.
• The educator ensures the classroom is safe, and learning is accessible to all students.
• The educator ensures that the physical arrangement is appropriate to the learning activities.
• The educator makes effective use of physical resources, including computer technology.
• The educator clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly.
• The educator's explanation of content is clear and accurate and connects with students' knowledge and experience.
• Educator's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
• The educator's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response.
• The educator engages all students in the discussion and encourages them to respond to one another.
• The educator creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge.
• The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
• The educator uses assessments to support instruction, through frequent monitoring of progress by educator and/or students.
• Educator feedback to students is regular and accurate.
• The educator ensures students are aware of the assessment criteria used to evaluate their work.
• Questions/prompts/assessments are used to diagnose evidence of learning.
• The educator modifies the lesson when needed and responds to student questions and interests.
• The educator seeks approaches for students who have difficulty learning.
• The educator's reflection on a lesson provides an accurate and objective description.
• The educator can make suggestions as to how the lesson might be improved.
• The educator 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 educator participates in the professional community and in school and district events and projects.
• The educator maintains positive and productive relationships with colleagues, administrators and parents.
• The educator participates in professional development based on an individual assessment of need and actively shares information with others.
• The educator accepts and acts upon feedback from supervisors and colleagues.
• The educator displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
• The educator supervises students or assists with supervision in both teaching and not teaching situations.

Mental Demands

• Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community.
• Ability to instruct students effectively and capably.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.

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, field trips; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular and consistent work attendance.

Salary and Benefits

Salary range and benefits can be found in our Collective Bargaining Agreement - LINK