Kindergarten Special Education Teacher; Structured Functional

Kindergarten Special Education Teacher (Structured Functional)

Assist students in remedying academic and behavioral delays; consult with school staff regarding appropriate behavioral/academic interventions for students in regular education and special education for students requiring special education services. Self-contained Classroom.

Qualifications:

• License:
  Required
  - Illinois Professional Educators License with LBS-1 Endorsement registered in Lake County
• Education:
  
  Required
  - Bachelor's Degree
• Experience:
  
  A. Required
  - Prior teaching experience or student teaching experience
  
  B. Preferred
  - Experience with educational life skills teaching, low incidence population and behavior planning. Ability to collaborate with team of providers and organize a system of communication. Fluency in Spanish.

Essential Performance Abilities:

• Has command of subject matter and effectively implements the Woodland District 50 curriculum including Response to Intervention (RTI) and Common Core State Standards.
• Contributes to a positive school climate through the support of the district's Strategic Plan and Positive Behavior Intervention and Support (PBIS) program.
• Orders materials and supplies as per district procedures, with appropriate authorization and within budgetary constraints.
• Works cooperatively with the other staff members.
• Collaborates as needed with appropriate school personnel regarding students who may need specialized interventions.
• Meets and instructs assigned classes in locations and at the times assigned.
• Maintains control of storage and use of school-owned property; keeps supplies in good working condition, is responsible for all materials as well as manages repair of equipment.
• Uses a variety of avenues to communicate regularly with parents and school personnel regarding students' levels and rates of progress.
• Daily lesson plans are organized and educational materials are prepared to implement district curriculum and Common Core State Standards.
• Uses a variety of instructional techniques and differentiates instruction to meet the individual needs and interests of the students.
• Contributes and models a positive school climate through the support of the district's Strategic Plan and Positive Behavior Interventions and Support (PBIS) program.
• Adheres to the guidelines outlined in the Woodland School District 50 Staff Handbook.
• Attends Individualized Education Plan (IEP) meetings, parents meetings, problem solving team meetings, etc. when appropriate.
• Selects learning content congruent with prescribed curriculum and IEP. Provide modifications/accommodations as listed on the IEP to meet the various learning styles of students.
• Develops and completes measurable IEP goals and objectives. Progress monitors all goals and objectives consistently as outlined by the District.
• Develops, maintains and implements appropriate Individual Education Plans in accordance with state and federal statutes.
• Meets and instructs assigned classes in the locations and at the times assigned.
• Adapts teaching methods and instructional materials to meet students varying needs, interests and abilities.
• Utilizes a variety of instructional techniques and media, consistent with the needs and capabilities of the individuals or student groups involved. Incorporates technology and assistive technology into classroom activities.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students. Works effectively with students with varying disabilities in a classroom setting.
• Provides classroom management to meet the needs of a variety of students. Effectively and consistently provide behavioral interventions to a variety of students.
• Prepares for classes assigned and shows written evidence of preparation upon request of immediate supervisor.
• Strives to implement by instruction and action the District's philosophy of education and instructional goals and objectives.
• Works cooperatively with other school personnel in the identification, diagnosis and remediation of individual students with specialized needs, to include providing RTI support when appropriate.
• Maintains accurate, complete, and correct records as required by law, district policy and administrative regulations.
• Assists the administration in implementing all policies and rules governing student life and conduct.
• Makes provisions for being available to students and parents for education-related purposes outside the instructional day when necessary.
• Plans and supervises purposeful assignment for paraprofessionals and volunteers.
• Strives to maintain and improve professional competence by attending professional development activities.
• Demonstrates responsibilities in completing duties accurately and promptly.
• Works collaboratively with parents to increase their understanding of their child's disability and provide suggestions to enhance the child's ability to benefit from educational environment.
• Utilizes the RTI model to assist in reviewing data, determining academic needs,…