Network Teacher Leader- Streamwood Network

Network Teacher Leader

The Teacher Leader in the Specialized Student Services Department will collaborate with the Specialized Student Services teams, School Staff and Administration, Behavior Consultant, and/or other consultants and teacher leaders to support the work of the assigned network across the continuum of programs, ensuring the equitable distribution of human capital and operational resources that lead to positive quantifiable academic, social-emotional, and behavioral achievement results for students.

Excellent analytical, verbal, and written communication skills are required. Collaborates and supports implementation of Individualized Educational Plans (IEP), specialized interventions and professional development activities that positively impact children with disabilities across all settings.

Job Duties/Responsibilities:

• Provides individualized and classroom-based support to assigned teachers and related service providers in implementing instructional strategies in alignment with the Danielson framework, U-46 Rising and the Instructional Clarity Framework.
• Plans and supports session(s) during New Teacher Orientation (NTO) and NTO extension.
• Supports the analysis of student achievement data to collaboratively determine trends, instructional needs, appropriate intervention design, and set instructional goals.
• Provides ongoing data status reports, including analysis of what programs and/or approaches are effective for individual and small group student profiles.
• Participates in a variety of meetings where the special education teacher's expertise is needed.
• Assists special education teacher(s) and related service providers with planning, creating schedules, and implementing instruction to meet each student's individual learning needs.
• Trains and assists special education teachers with data collection for progress monitoring of student growth and the implementation of board approved curriculum and specialized resources.
• Assists the IEP teams with the development of Functional Behavior Analysis and the implementation of Behavior Intervention Plans when appropriate.
• Is a resource for schools by problem solving and collaborating around the needs of students with disabilities.
• Establishes and maintains open and positive interactions with all staff members.
• Maintains accurate and timely documentation, when providing support and feedback to staff.
• Completes appropriate fidelity checks in collaboration with school teams.
• Provides technical expertise/guidance to teachers and para educators.
• Provides on-site and program-specific professional development.
• Serves as a peer consulting teacher if/when matched with a potential Participating Teacher to discuss the Peer Assistance Review (PAR) Program, to establish mutually agreed upon performance goals, to develop a Professional Development Plan (PDP), and to develop a process for the successful completion of the PAR program.
• As a potential Peer Consulting Teacher (PCT), conducts a minimum of 5 observations per semester of the Participating Teacher during classroom instruction and provides specific, immediate feedback after each visit, including maintaining a written log of contacts and specific support given to each Participating Teacher as well as monitoring progress and providing periodic written and/or oral reports to the Participating Teacher for discussion and review.
• Participates in meetings and prepares and discusses reports to share with the PAR panel upon request.
• To obtain, maintain, and improve professional levels of performance. Will complete training to be a trainer in Ukeru and train others in Ukeru to support safe, proactive approaches to behavior support.
• Other duties as assigned.

Education:

Illinois Professional Educator License with LBS1 or Related Services Endorsement required Performance Evaluation Qualifications (Teacher) required Bilingual - Spanish/English (written/verbal) preferred

Experience:

Experience/background in working with students with disabilities including philosophy and methodology. Strong knowledge and understanding of a functional behavioral assessments (FBA) and Behavior Intervention Plans (BIP). Experience with best practices in improving academic, social-emotional, and behavioral competencies of students with disabilities. Knowledge of applicable laws, codes, regulations, policies and procedures related to special education. Experience working in a self-contained special education classroom (preferred).

Physical Demands:
Requires prolonged sitting or standing. Occasionally requires physical exertion to manually move, lift, carry, pull, or push heavy objects or materials. Occasional stooping, bending, and reaching.

Terms of Employment: 7.5 hour day per The Elgin Agreement Salary and benefits as established by the Board of Education