JobID 5319 : Diverse Learner Teacher - K-2 Self Contained (#1018109)
Who We Are:
Waukegan Community Unit School District No. 60 serves nearly 17,000 students in preschool through grade 12 and is located halfway between Chicago, Illinois and Milwaukee, Wisconsin on the shores of Lake Michigan. Our District has one early learning center, 15 elementary schools, five middle schools and a high school program divided between two 9 – 12th grade campuses. The District encompasses portions of Waukegan, Beach Park and Park City.
Why We Do This Work:
The Waukegan Community Unit School District No. 60 has set an ambitious agenda for change, guided by the belief that all children, regardless of circumstances, can achieve at high levels and academic gaps can and will be eliminated with the support of teachers who deliver engaging, relevant, and academically rigorous instruction that excites students and instills a love of learning in them.
What We Need:
The specialized self-contained special education teacher will promote and foster a data-driven learning community to students who exhibit behavioral challenges such as Emotional Disability or Other Health Impairment. This teacher works with school personnel effectively integrating various instructional and behavioral strategies such as applied behavior analysis, structured teaching, and evidence-based practices to meet our students’ academic and social/behavioral needs.
Knowledge, Skills, Abilities and Attributes:
- Communicate effectively in written and oral form using positive interpersonal skills.
- Ability to integrate technology in professional development and training.
- Proficient in behavior intervention plan development, implementation, and its evaluation of plan effectiveness using data analysis.
- Understands basic classroom management theories and methods; with strategies for individual behavior management, crisis prevention, intervention, de-escalation techniques, and the balance between classroom management with academic teaching strategies.
- Excellent in conducting functional behavior assessment/analysis.
- Ability to use and model effective instructional strategies and techniques for classroom teachers.
- Experience in facilitating and implementing individual and systemic interventions.
- Understands issues in definition and identification procedures for individuals with disabilities, including those individuals from culturally and/or linguistically diverse backgrounds.
- Experience in implementing and integrating technology and assistive technology in working with school teams.
- Demonstrates working knowledge of current legislation, regulations, policies, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized health care and assistive technology, to individuals with all types of disabilities across the age range.
- Thrive to go above and beyond to reach excellence.
Essential Duties and Responsibilities:
- Understands the Common Core Standards and prepares effective instructional strategies and resources for teaching the scope and sequence in the academic, social, and vocational curricular domains in the general curriculum.
- Plans effective instructional strategies for adapting or modifying general curriculum to meet the needs of individual students, and strategies to implement and prioritize longitudinal, outcome-based curriculum.
- Understands characteristics of individuals with disabilities across the age range, including levels of severity, and the effects of disabilities on learning and behavior.
- Develops short and long-range plans consistent with curriculum goals, learners’ diversity, and learning theory.
- Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities to meet a student’s individualized needs.
- Prepares and utilizes assessment methodologies to adapt for individual students as appropriate, including physical adaptations to meet a student's individual needs.
- Maintains and inventories curriculum and assistive/adaptive technology.
- Plans and prepares for IEP and parent meetings.
- Implements strategies for assessing learning environments and conducting functional behavioral assessments within the environment and school setting.
- Provides supervision of paraprofessional educators.
- Consults with teachers and related service staff to plan for student's needs and required adaptations, modifications, and use of assistive/adaptive technology.
- Implements effective research-supported instructional strategies for basic sequences of skills in the academic, social, and/or vocational curricular areas; including techniques for modifying instructional methods, curricular materials, and the environment to meet individual students’ needs.
- Uses instructional time effectively and efficiently; while facilitating the integration of related services into the instructional program.
- Implements a variety of procedures for identifying student's learning characteristics and needs, monitoring student progress, and evaluating learning strategies and instructional approaches.
- Effectively utilizes Multi-Tiered Systems of Support (MTSS) and implements progress monitoring/data collection tools to gauge individual student academic and behavioral progress.
- Implements accommodations and modifications as identified for individual students listed on their IEPs.
- Implements evidence-based strategies for assessing students’ skills within curricular areas including academic, social and vocational.
- Implements classroom and individual behavioral management plans and regularly review the behavioral intervention plans to assess and evaluate student progress.
- Provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner.
- Actively participates in professional development including but not limited to the BEC/self-contained classrooms team training and regular meetings to stay current on researched-based instructional strategies and services, and seeks additional resources and assistance as needed to meet the individualized needs of students.
- Participates in student, staff and professional meetings including problem solving meetings, behavior management plans, functional analysis of behavior, eligibility, placement, IEP and annual reviews.
- Collaboratively works with community agencies and outside therapists for students and understands the reciprocal relationship of sharing confidential information with these individuals.
- Completes required formal written evaluation(s) for assigned paraprofessional(s) demonstrating understanding of the evaluation process under the supervision of the building administrator or his/her certified designee.
- Observes and follows all WPS District 60 policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance.
- Performs duties as assigned by the WPS District 60 administration.
- Must have valid Illinois Professional Educators License, LBS1. Meets the highly qualified requirements as a special education teacher and for the grade level/core academic subject area(s) in which the teacher is assigned, and,
- Experience teaching students with behavioral challenges.
- Knowledge of various technology devices and implementing the technology into the classroom and instruction.
- Must be CPI certified prior to the start of assignment or within 3 months of employment, and,
- Experience in developing and implementing behavioral interventions/programs in classrooms and individual levels.
Terms of Employment: Per teacher contract.
Compensation: Salary based on teacher contract.
Application Deadline: Candidates must submit an online application by the closing date.
Only online applications will be considered.
Waukegan Community Unit School District 60 offers employment opportunities without regard to age, gender, race, color, national origin,
religion, marital or military/veteran status, sexual orientation, pregnancy, parental status, genetics or disability.