Jr. Special Education Teacher | JW Eater

Rantoul City Schools is hiring Special Education Teachers at our JW Eater Junior High School beginning with the 2025/26 school year.

Starting date:
August 13, 2025

Minimum Starting Salary: 0 Years of experience with Bachelor Degree $52,205.70

Maximum Starting Salary: 31 Years of experience with Masters Degree plus 60 additional hours $98,800.44

Complete your online application here:

• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
• Salary Advance Provision for Newly Hired Full-Time (1.0 FTE) Licensed Staff

Complete your online application here:

For more information or questions about this opening please email Kelly Crawford - Assistant Special Eduction Director : kcrawford

Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities.

• Possess a Bachelor’s Degree (Special Education) or related field. Illinois Teaching Certificate.
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).

• Evaluates and assesses student progress against instructional objectives.
• Functions as IEP Manager to assigned students.
• Must have working knowledge of state and federal Special Education Law.
• Understands and complies with the policies, rules, and regulations regarding the education of students receiving Special Education Services.
• Act as coordinator of IEP implementation with general education staff.
• Provide an atmosphere and environment conductive to the intellectual, physical, social and emotional development of each student to ensure success.
• Develop, select and modify instructional plans and materials to meet the needs of all students.
• Design individual and small group instruction.
• Articulate curriculum between and among grade levels.
• Maintain appropriate records and follows required procedures and practices.
• Manage classroom organization
• Supervise students in a variety of school related settings.
• Communicate and interact with students, parents, staff and community.
• Incorporate Common Core State Standards inter instruction.
• Communicate regularly and assist the classroom teachers in curriculum/instructional modifications needs.
• Coordinate instructions with other teachers of the school.
• Administer diagnostic assessment for academic progress and planning.
• Demonstrate knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
• Work cooperatively with the administration and staff to schedule meetings.
• Participate in the RtI process.
• Knowledge of Special Education research, trends, and best practices.
• Engage learners in differentiated learning experiences for the range of skill levels and developmental needs found in the classroom, managing multiple instructional activities simultaneously.
• Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences
• Performs duties as assigned.

Adapted from the Framework for Teaching. Charlotte Danielson.

• The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
• The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
• The teacher 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 teacher 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 teacher 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 teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is…