Special Education Teacher

Qualifications

An appropriate, valid, Illinois State Teaching Credential to teach grades K-8 in a self-contained resource classroom. Special Education teachers must hold an endorsement in their assigned area.

Job Summary

To create a flexible elementary grade program and a class environment favorable to learning and personal growth; to establish effective rapport with students; to motivate students to develop skills, attitudes and knowledge needed to provide a good foundation for upper grade education in accordance with each student’s ability; to establish good relationships with parents and other staff members.

Reports To

Principal, Assistant Superintendent of Special Services, and other administrative personnel.

Supervises

Classroom assistants, when applicable.

Terms of Employment

Salary, benefits, and work year as established in the Teachers’ Contract.

Responsibilities

• Direct Service:

  • Establish rapport with and develop individual techniques to motivate and manage each student.
  • Provide a structured program of academic and activities with sufficient flexibility to hold interest and meet needs.
  • Individualize instruction to facilitate optimum delivery of instruction in all academic areas.

• Administration:

  • Plan, implement and evaluate the Individual Educational Plan (IEP) for each child.
  • Update IEP goals and objectives for annual reviews and trimester report cards.
  • Prepare all reports required by administration.
  • Prepare detailed lesson plans for each major subject area incorporating grade level curriculum and standards while making the necessary modifications and accommodations to address individual student needs.
  • Maintain service delivery logs (as a resource teacher) for each IEP student.

• Communication:

  • Attend staffings of students assigned to class and/or resource program.
  • Collaborate with classroom paraprofessional and 1:1 facilitator regarding roles and responsibilities within the classroom and with students.
  • Meet with social worker, psychologist and other personnel to maintain ongoing assessment of children’s progress.
  • Collaborate with general education teachers if students are being mainstreamed (as a self-contained teacher) or if they are in the general education environment and receiving resource support services.
  • Assist with self-help and self care skills.