High School Science Teacher, Illinois Certified

SUMMARY OF RESPONSIBILITIES

• Supporting students with the following primary disabilities:
  • Emotional Disability
  • Autism
• Instruction:
  • Develop appropriate lesson plans that accommodate the range of learning styles and specialized needs of students in the classroom.
  • Support a learning environment that encourages positive social interaction, active engagement, and self-motivation.
• Collaboration:
  • Engage in collaboration with a dynamic team of educators, clinicians, and administrators to support academic and social emotional progress for every student.

ESSENTIAL FUNCTIONS - 75%

Instruction

• Preparation

• Creation of lessons in accordance with state standards within assigned subject area
• Design lessons with differentiation and accommodations required for each student's learning needs/IEP
• Planning for a variety of learning styles, utilizing varied modalities and instructional techniques
• Organize learning experiences and work to achieve school objectives as outlined in the School Improvement Plan.

Teaching

• Employ specialized instructional techniques appropriate to the diverse learning needs.
• Show understanding of development and learning theory.
• Identify students' needs and collaborate with professional staff members in assessing and helping students in all areas of their development.
• Use current technology for instruction, assessment, and instructional management.

Assessment

• Utilize formative and summative instruments to evaluate academic progress. Apply these outcomes to future instruction and pacing.
• Plan varied assessments to provide accurate evaluation of student abilities.
• Administer state mandated tests annually (I.e. IAR, PSAT, SAT, Fitness Gram, Brockport, etc...)
  • Classroom Management
    • Utilize strategies for classroom management that emphasize working relationships and cooperation and encourages students to resolve disagreements using problem-solving strategies.
    • Create a learning environment that encourages social interaction, active engagement, mutual trust, and self-motivation.
    • Facilitate the development of classroom rules, which establish and maintain a safe and secure environment that is conducive to learning.
    • Maintain an efficient classroom through organized management of supplies.
    • Maintain a current Therapeutic Crisis Intervention Certification (TCI). *This training is provided upon employment.
    • Enforce Illinois State Board of Education policies and regulations and building procedures.
  • Communications
    • Utilize the supervision process to communicate, plan and problem solve classroom issues with direct supervisor.
    • Actively participate with colleagues in school improvement activities, curriculum development, teaming, and collaboration.
    • Collaborate with clinicians to understand and support students' social and emotional needs within the academic environment.

DOCUMENTATION - 15%

• Grading

Maintain an updated gradebook

Provide narrative updates and class descriptions at mid-term and end of semester for report cards and parent teacher conferences.

• Attendance

Maintain daily attendance records.

• Incident Documentation

Complete all documentation of crisis situations (Unusual Incident Reports) by end of each workday

Track 'time out of class' minutes

Maintain communication logs

Communicate pertinent information to case managers by end of day for parent notification

OTHER FUNCTIONS - 10%

• Meeting Attendance

Attend standing meetings weekly.

Attend all meetings related to students on case load (5-10 students).

• School Events

Attend school events as outlined in the annual contract.

• Trainings

Attend and maintain compliance with required trainings and certifications (i.e., TCI, CPR/First Aid)

Education/Experience Minimum Requirements:

• Bachelor's degree required
• Illinois Teaching License in Science Content Area required
• Academic background in elementary education and/or a core content in a secondary education area required
• Master's degree preferred
• Experience with students with Emotional Disabilities and/or Autism preferred
• Two years of experience working with severely emotionally disturbed students as a counselor or within a classroom setting preferred
• Applicants should possess a strong commitment to strength perspective, empowering families and a willingness to work in a high demanding work situation that requires flexibility and innovation

SKILLS & KNOWLEDGE REQUIREMENTS

• Demonstrate the ability to read, write, and speak clearly and accurately in the English language at a professional level
• Expertise in Content Area (i.e., Physical Education, Fine Arts, Music, Spanish, Science, Mathematics, English, Social Studies, Technology)
• Computer Proficiency in Microsoft Office
• Function as a reliable and dependable staff member

MENTAL DEMANDS

Must be able to plan and implement lesson plans appropriate for students with severe emotional problems and identify and use appropriate instructional methodologies to meet the needs of children with learning disabilities. Must be able to implement appropriate classroom management and control and effectively communicate with the students, parents, and other professionals. Must be able to develop reports and maintain records. Applicants should possess a strong commitment to strength perspective, empowering families and a willingness to work in a high demanding work situation that requires flexibility and innovation; applicants must possess cultural competency.

PHYSICAL DEMANDS

Must be able to lift a minimum of twenty pounds. Light moving is required from time to time. Must be able to supervise children, ages six through twenty-one, inside and outside of the School.