Special Education Teacher - IJLA

Special Education Teacher - IJLA

Instituto Justice and Leadership Academy (IJLA) is a small Options school that feels like home for the 150 Latinx youth we serve from Pilsen and the surrounding community. IJLA is a second chance high school designed to serve students between the ages of 16-21 who are seeking a more personalized and individualized program. We provide students with an interdisciplinary, project-based academic program while simultaneously providing strong social emotional supports.

Our educational philosophy is rooted in social justice and focuses on rebuilding students' perspective of learning in order to navigate life in a meaningful and purposeful way. We invigorate hope and restore students' hearts and minds to reclaim their education, graduate, and transform into agents of change.

In alignment with CPS/ISBE, our school strives to provide high quality and specially designed instructional supports and services for all students with disabilities within the least restrictive environment. We work collaboratively with the goal of improving the academic achievement of all students with disabilities by ensuring they receive meaningful and relevant access to grade level core instruction within the school. The special education teacher provides appropriate, effective, and culturally relevant instruction to, while ensuring a safe environment that supports student's social-emotional growth and individualized education plan (IEP).

• Designing lessons consistent with student IEP
• Utilizing adaptive devices/technology to provide general curricular content access to students
• Preparing and implementing IEPs (including transition plans and behavior management plans) for each assigned student based on individually assessed needs
• Using appropriate assessment instruments pertinent to academic, communication, and behavioral areas
• Adapting teaching materials to make it appropriate and relevant to the students' needs
• Conducts individual or group sessions to meet educational, social, and emotional needs of the students
• Participates on the school-based intervention team, in-school staffing team and in the screening processes, as appropriate
• Actively participates on student IEP meetings
• Uploads/Updates all documentation in accordance with CPS and IJLA program compliance
• Plans and implements self-care programs, including direct assistance to students (e.g., toileting, positioning, lifting, feeding, etc.)
• Monitors and oversees services provided by paraprofessionals and/or other support personnel assigned to classroom and/or student in classroom
• Obtains and monitors present levels/baselines of assigned special needs students
• Refers those students who require further evaluation or follow-up services to the appropriate school personnel
• Provides timely feedback to students, parents and administrators of student progress, expectations and goals
• Includes a school-wide focus on the social/cultural domain of learning and student experience
• Participates on Teacher Parents Conferences to discuss academic student progress
• Contacts parents via e-mail, phone or during Parent Teacher Conferences to discuss academics and behavior on a regular basis
• Willingness to sponsors extracurricular activities
• Follows all IJLA's school-wide standards regarding teacher behaviors
• Adheres to all IJLA's electronic and web-based rules and restrictions.
• Follow all guidelines found in the Instituto and IJLA employee handbooks
• Other duties as assigned

• Identifies and participates in conferences, workshops and Professional Development sessions to keep up to date with the best teaching practices and implementing best practices in the classroom.
• Works collaboratively with instructors of core subjects to identify multiple learning strategies in order to successfully teach students with varying learning styles most effectively and in an engaging manner
• Work collaboratively with social workers, special education staff, and deans of students to ensure the behavioral and educational abilities of students are developed for success after high school.
• Uses reflective practices to…