Special Education Resource Teacher - Multiple Positions Available
•Possess a Bachelor’s Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s) in Special Education.
•Understanding and experience with curriculum design, planning and instruction.
•Strong communication skills (written and oral).
Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Subject/Grade Level Educator will plan and provide for appropriate learning experiences for students.
Essential Job Skills:
Staff member will effectively perform the following duties in a timely manner:
•Supervises students in a variety of school related settings.
•Monitors and evaluate student outcomes.
•Develops, selects and modifies instructional plans and materials to meet the needs of all students.
•Monitors appropriate use and care of equipment, materials and facilities.
•Plans, organizes and provides instruction based on Common Core State Standards.
•Administers informal and formal assessments
•Incorporates district initiatives within instruction (adopted programs/policies).
•Evaluates and assesses student progress against instructional objectives.
•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
•Demonstrates knowledge of educational research, trends, and best practices.
•Provides written feedback to students.
•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.
•Manages classroom organization
- Communicates and interacts with students, parents, staff and community.
- Works cooperatively with the administration and staff to schedule meetings.
- Demonstrates knowledge of educational research, trends, and best practices.
- Participates in district-wide and building committees related to educational and employment matters.
- Performs other duties as assigned.
Adapted from the Framework for Teaching. Charlotte Danielson.
- The educator plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
- The educator seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
- The educator 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 educator 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 educator 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 educator's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The educator intends to use assessment results to plan for future instruction for students.
- The educator’s interactions with his/her students are friendly and demonstrate general caring and respect.
- The educator will develop a classroom culture that is characterized by commitment to learning by educator and student. Student engagement to the task at hand is consistent.
- The educator's management of instructional groups and/or the handling of materials and supplies are consistent. The educator ensures that students follow established classroom routines.
- The educator will monitor student behavior and respond to student misbehavior. Educator response to student misbehavior is consistent, appropriate and respectful to students.
- The educator ensures the classroom is safe, and learning is accessible to all students. The educator ensures that the physical arrangement is appropriate to the learning activities. The educator makes effective use of physical resources, including computer technology.
- The educator clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The educator's explanation of content is clear and accurate and connects with students' knowledge and experience. Educator's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
- The educator's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The educator engages all students in the discussion and encourages them to respond to one another.
- The educator creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
- The educator uses assessments to support instruction, through frequent monitoring of progress by educator and/or students. Educator feedback to students is regular and accurate. The educator ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
- The educator modifies the lesson when needed and responds to student questions and interests. The educator seeks approaches for students who have difficulty learning.
- The educator’s reflection on a lesson provides an accurate and objective description. The educator can make suggestions as to how the lesson might be improved.
- The educator communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
- The educator participates in the professional community and in school and district events and projects. The educator maintains positive and productive relationships with colleagues, administrators and parents.
- The educator participates in professional development based on an individual assessment of need and actively shares information with others. The educator accepts and acts upon feedback from supervisors and colleagues.
- The educator displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
- The educator supervises students or assists with supervision in both teaching and not teaching situations.
- Other duties as assigned.
- Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community.
- Ability to instruct students effectively and capably.
- Ability to maintain emotional control under stress.
- Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.
- Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
- Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
- Regular and consistent work attendance.