Long-Term Substitute - Special Education 2/3

JOB SUMMARY:

This position provides instruction and other educational support such as case management to special needs students and assisting them in their academic and social development.

DATES: 04/01/2024 through 05/22/2024

Daily Rate: $255/day

EDUCATION AND CERTIFICATION:

Bachelor's degree from an accredited college or university.

Preferred: Illinois Professional Educator License (PEL) with special education endorsements registered in Lake County.

Required: Illinois substitute license or Illinois teaching license

Bilingual preferred

KNOWLEDGE, SKILLS AND ABILITIES:

• Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;

• Considerable knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom;

• Knowledge of child development;

• Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;

• Knowledge of educational testing;

• Knowledge of learning theory, and students' learning styles and needs, both academic and affective;

• Knowledge of Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS);

• Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments is required for some positions;

• Skill in classroom and behavior management;

• Skill in interpersonal relations, especially regarding working as a member of a team;

• Skill in interpersonal relationships, and the ability to work with students and staff in stressful situations;

• Skill in organization, and in verbal and written communications;

• Skill in signing, cued speech, and auditory-verbal areas is required for some positions;

• Skill in the five real-life transition areas is required for some positions;

• Skill in transitional service planning and remedial instruction;

• Skill in utilizing computer technology for educational purposes, including word processing;

• Skill in working with students having a wide range of disabilities;

• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI);

• Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to District and State mandates;

• Ability to create a structured and efficient working environment for students;

• Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students;

• Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units;

• Ability to teach a variety of students, with varying disabilities, a variety of classes;

• Ability to work with individuals from diverse backgrounds.

ESSENTIAL FUNCTIONS:

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

• Attends various meetings, such as staff, building, parent, team and case management;

• Communicates and provides consultation with team members, parents and guardians, the Special Education District of Lake County (SEDOL), and other outside agencies, regarding students, their interventions, medications, and programmatic needs;

• Develops data collection and data management systems; entering data into proprietary and other computer databases; analyzing data, identifying student needs, and recommending quarterly classes based upon individual student needs;

• Develops or utilizes assessment tools and progress reports, including the Illinois Interactive report cards;

• Develops positive and trusting relationships with students; counseling students and reviewing transition activities with students; and providing job coaching for students regarding their community job placement activities;

• Develops, adapts and implements curriculum and lesson plans and aligns curriculum with academic standards;

• Ensures that teams are utilizing concepts of least restrictive environment and best practices with students;

• On occasion, deals with student transportation issues such as transporting students in school vehicles, and serving as a contact regarding student problems on the school bus;

• Participates in staff development activities;

• Provides direct instruction using a variety of techniques including individualized instruction, lectures, team teaching, hands-on formats and other instructional strategies;

• Provides for the management of student behavior, including implementing disciplinary procedures. Assists with the development of individualized intervention plans; writing and implementing conditional procedures; and modeling specific strategies for other instructional staff;

• Provides for the safety of students including extreme weather, transportation, and unknown personnel; supervising students in building and on school grounds in areas other than the classroom, such as playgrounds, and as students board and disembark from school buses;

• Works with Individualized Educational Plan (IEP) teams in the development of Individualized Education Plans (IEP); providing for IEP management and reevaluation; assisting with goal writing in accordance with regulations and procedures; and setting up and participating in IEP conferences;

• May orders supplies and materials related to curriculum and instruction;

• May provide in-service training to other staff;

• May serve as a case manager with regard to transition planning and plans at the Middle School and High School levels;

• Performs other related duties as required.

Application Procedure:

Apply online http://www.applitrack.com/rlas/onlineapp/default.aspx