K-3 Special Education Teacher

Job Title

Special Education Teacher

The Bilingual Special Education Teacher will work collaboratively with a diverse team to provide high-quality educational services to students with disabilities, ensuring a supportive and inclusive learning environment. This role requires effectively communicating with students and families in both English and Spanish, advocating for students' individual needs while implementing specialized instructional strategies. The ideal candidate will have a deep understanding of both special education and bilingual education, along with a passion for supporting students in achieving their full potential.

Responsibilities include developing and modifying curricula, assessing student progress, and creating individualized education plans (IEPs), all while fostering positive relationships with students, families, and staff.

Professional Educator License (PEL) or eligible for appropriate license

LBS1 Endorsement

Bilingual preferred

This job's performance will be evaluated per provisions of the Board's policy on the Evaluation of Staff.

Building Principal

This is a 9-month position-salary and benefits established by the Board of Education. The position retains the Harvard Education Association membership and is part of the Collective Bargaining Unit.

The details of employee compensation and benefits are comprehensively outlined in the Collective Bargaining Agreement (CBA), a document accessible at the following link: (Use the "Apply for this Job" box below)..cusd
50.org/page/careers. This agreement is a valuable resource for individuals seeking comprehensive information regarding our organization's remuneration and benefits structure.

Exempt

• Facilitates students' learning in correlation with the Illinois Learning Standards
• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student's IEP.
• Communicates the essential questions to clarify the learning goals for each lesson.
• Configures lessons and select instructional strategies with the intent of ensuring that all students can answer a lesson's essential question by its conclusion
• Designs daily lessons incorporating Writing, Inquiry, Collaboration, Organization, and/or Reading (WICOR) to ensure authentically rigorous learning experiences for all students.
• Designs lessons to include three or more unique learning tasks for students, at least one of which includes whole-class verbal participation.
• Assesses student progress towards objectives, expectations, and/or goals to provide feedback to students, parents, and administration.
• Demonstrates the ability to individually assess and monitor the students' skills in their native language and English.
• Creates and nurtures supportive, student-centered classroom communities that promote personal empowerment, academic growth, and the social-emotional well-being of all learners.
• Manages student behavior to provide a safe and optimal learning environment.
• Provides students with regular opportunities to collaborate with peers, move with purpose, and experience diverse instructional strategies so that they are physically and intellectually engaged as learners.
• Provides students time to interact with instructional resources and materials in a thoughtful, active manner to support their comprehension and long-term retention of information.
• Allows students to take an active role in their learning by setting and monitoring individualized goals and processing and reflecting deliberately within lessons.
• Develops and implements each student's Individual Education Plan (IEP) and manage the individual caseload.
• Supports classroom teachers in writing each student's Individual Education Plan (IEP) and collaborating with colleagues to ensure appropriate modifications or accommodations.
• Assists and supports students struggling with social-emotional and behavioral concerns through the MTSS framework.
• Incorporates cultural diversity and appreciation within the curriculum.
• Uses technologies appropriately in the teaching/learning process.
• Participates in a professional learning community with various stakeholders, including but not limited to instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes, achieving established classroom objectives supporting the school improvement plan.
• Participates in various meetings and professional development activities to convey and/or gather information required to perform functions.
• Demonstrates the ability to work collaboratively with parents and community agencies to promote second language acquisition.
• Serves as primary contact for the parent. Participates in Initial evaluations and reevaluations.
• Provides direction, supervision, and evaluation of educational assistants as directed.
• Completes all district and state reporting requirements.
• Performs other duties and…