Teacher – Special Education - Developmental Learning Program
Community High School District 94, West Chicago, IL, United States
Teacher – Special Education – Developmental Learning Program
It is the responsibility of the Teacher – Special Education to provide support to the instructional process by supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines, collaborating with other teachers, other professional staff and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress. The Teacher – Special Education performs case manager duties and develops appropriate IEPs including functional behavior assessment, individualized behavior intervention plans, measurable goals, and supports and services in order to determine appropriate placement in the least restrictive environment.
Essential Duties and Responsibilities
Instruction & Student Support
Plan and deliver individualized, functional, and standards-aligned instruction focused on life skills, communication, vocational readiness, and independence.
Differentiate instruction to meet a wide range of cognitive, behavioral, physical, and social-emotional needs.
Implement Specially Designed Instruction (SDI) aligned to each student's IEP goals.
Utilize evidence-based practices, including task analysis, explicit instruction, prompting, and scaffolding.
Integrate assistive technology and augmentative/alternative communication (AAC) systems as needed.
Provide instruction in real-world and community-based settings when appropriate.
IEP Development & Compliance
Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with federal and state regulations.
Collect and analyze data on student progress toward IEP goals; adjust instruction accordingly.
Write measurable goals, present levels of performance, and progress reports.
Facilitate and participate in IEP meetings, ensuring meaningful family and team collaboration.
Maintain accurate, timely, and compliant special education documentation.
Classroom & Behavior Management
Create and maintain a structured, safe, and inclusive classroom environment.
Collaborate and implement Behavior Intervention Plans (BIPs) and support positive behavior strategies.
Use proactive classroom management techniques and de-escalation strategies.
Support students with personal care needs (e.g., toileting, feeding, mobility) as required.
Supervision & Collaboration with Paraprofessionals
Train, support, and lead paraprofessionals assigned to the classroom.
Delegate instructional and support tasks effectively while maintaining accountability.
Facilitate regular team communication and planning to ensure consistency in instruction and support.
Model best practices in instruction, data collection, and student interaction.
Collaborate with general education teachers, related service providers (e.g., speech, OT, PT), administrators, and families.
Communicate regularly with families regarding student progress, needs, and supports.
Participate in multidisciplinary team meetings, problem-solving teams, and transition planning.
Respond to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
Transition & Vocational Planning
Develop and implement transition plans focused on post-secondary outcomes (employment, independent living, community participation).
Provide vocational instruction and coordinate job training or work-based learning opportunities.
Teach functional life skills such as money management, self-care, transportation, and social skills.
Assessment & Data Management
Conduct formal and informal assessments to guide instruction and IEP development.
Maintain organized and accurate records of student performance, behavior, and services.
Use data to inform instructional decisions and report progress.
Professional Responsibilities
Stay current with best practices, legal requirements, and research in special education and life skills instruction.
Participate in professional development and ongoing training.
Adhere to district policies, ethical standards, and confidentiality requirements.
Comply with all Board policies, ISBE requirements, School Code, IDPH requirements, and other laws and regulations.
Supervisory Responsibilities
None
Education, Certification, and Experience
ISBE PEL with appropriate endorsement
Strong organizational and interpersonal relationship development skills
Skills and Abilities
Must be able to perform all of the duties and responsibilities of the position
Demonstrated leadership ability
Ability to communicate effectively and accurately, both orally and in writing, in English
Ability to establish and maintain effective working relationships with both internal and external constituents
Ability to make independent decisions in accordance with established policies and procedures
Ability to deal with difficult situations courteously and tactfully
Some assignments require instructing students in outdoor conditions on a variety of surfaces.
Trained in non-violent crisis intervention (training provided) and able to implement appropriate interventions
Pay Transparency
Pay scale and benefit information is available on our website.
Notice of Non-Discrimination
Equal educational and extracurricular opportunities shall be available for all students without regard to color, race, nationality, religion, sex, sexual orientation, ancestry, age, physical or mental disability, gender identity, status of being homeless, immigration status, order of protection status, actual or potential marital or parental status, including pregnancy. Further, the District will not knowingly enter into agreements with any entity or any individual that discriminates against students on the basis of sex or any other protected status, except that the District remains viewpoint neutral when granting access to school facilities under School Board Policy 8:20, Community Use of School Facilities. Any student may file a discrimination grievance by using Board Policy 2:260, Uniform Grievance Procedure.
Non-Discrimination Coordinator
Kerry Foderaro
Interim Executive Director of Human Resources
West Chicago, IL 60185
630-876-6216
#J-18808-Ljbffr
It is the responsibility of the Teacher – Special Education to provide support to the instructional process by supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines, collaborating with other teachers, other professional staff and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress. The Teacher – Special Education performs case manager duties and develops appropriate IEPs including functional behavior assessment, individualized behavior intervention plans, measurable goals, and supports and services in order to determine appropriate placement in the least restrictive environment.
Essential Duties and Responsibilities
Instruction & Student Support
Plan and deliver individualized, functional, and standards-aligned instruction focused on life skills, communication, vocational readiness, and independence.
Differentiate instruction to meet a wide range of cognitive, behavioral, physical, and social-emotional needs.
Implement Specially Designed Instruction (SDI) aligned to each student's IEP goals.
Utilize evidence-based practices, including task analysis, explicit instruction, prompting, and scaffolding.
Integrate assistive technology and augmentative/alternative communication (AAC) systems as needed.
Provide instruction in real-world and community-based settings when appropriate.
IEP Development & Compliance
Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with federal and state regulations.
Collect and analyze data on student progress toward IEP goals; adjust instruction accordingly.
Write measurable goals, present levels of performance, and progress reports.
Facilitate and participate in IEP meetings, ensuring meaningful family and team collaboration.
Maintain accurate, timely, and compliant special education documentation.
Classroom & Behavior Management
Create and maintain a structured, safe, and inclusive classroom environment.
Collaborate and implement Behavior Intervention Plans (BIPs) and support positive behavior strategies.
Use proactive classroom management techniques and de-escalation strategies.
Support students with personal care needs (e.g., toileting, feeding, mobility) as required.
Supervision & Collaboration with Paraprofessionals
Train, support, and lead paraprofessionals assigned to the classroom.
Delegate instructional and support tasks effectively while maintaining accountability.
Facilitate regular team communication and planning to ensure consistency in instruction and support.
Model best practices in instruction, data collection, and student interaction.
Collaborate with general education teachers, related service providers (e.g., speech, OT, PT), administrators, and families.
Communicate regularly with families regarding student progress, needs, and supports.
Participate in multidisciplinary team meetings, problem-solving teams, and transition planning.
Respond to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
Transition & Vocational Planning
Develop and implement transition plans focused on post-secondary outcomes (employment, independent living, community participation).
Provide vocational instruction and coordinate job training or work-based learning opportunities.
Teach functional life skills such as money management, self-care, transportation, and social skills.
Assessment & Data Management
Conduct formal and informal assessments to guide instruction and IEP development.
Maintain organized and accurate records of student performance, behavior, and services.
Use data to inform instructional decisions and report progress.
Professional Responsibilities
Stay current with best practices, legal requirements, and research in special education and life skills instruction.
Participate in professional development and ongoing training.
Adhere to district policies, ethical standards, and confidentiality requirements.
Comply with all Board policies, ISBE requirements, School Code, IDPH requirements, and other laws and regulations.
Supervisory Responsibilities
None
Education, Certification, and Experience
ISBE PEL with appropriate endorsement
Strong organizational and interpersonal relationship development skills
Skills and Abilities
Must be able to perform all of the duties and responsibilities of the position
Demonstrated leadership ability
Ability to communicate effectively and accurately, both orally and in writing, in English
Ability to establish and maintain effective working relationships with both internal and external constituents
Ability to make independent decisions in accordance with established policies and procedures
Ability to deal with difficult situations courteously and tactfully
Some assignments require instructing students in outdoor conditions on a variety of surfaces.
Trained in non-violent crisis intervention (training provided) and able to implement appropriate interventions
Pay Transparency
Pay scale and benefit information is available on our website.
Notice of Non-Discrimination
Equal educational and extracurricular opportunities shall be available for all students without regard to color, race, nationality, religion, sex, sexual orientation, ancestry, age, physical or mental disability, gender identity, status of being homeless, immigration status, order of protection status, actual or potential marital or parental status, including pregnancy. Further, the District will not knowingly enter into agreements with any entity or any individual that discriminates against students on the basis of sex or any other protected status, except that the District remains viewpoint neutral when granting access to school facilities under School Board Policy 8:20, Community Use of School Facilities. Any student may file a discrimination grievance by using Board Policy 2:260, Uniform Grievance Procedure.
Non-Discrimination Coordinator
Kerry Foderaro
Interim Executive Director of Human Resources
West Chicago, IL 60185
630-876-6216
#J-18808-Ljbffr