Openings as of 4/19/2025

Director of Special Education (2025-2026 School Year)

JobID: 3495

Position Type:
  Administration


Date Posted:
  4/8/2025


Location:
  District Office


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Title:  Director of Special Education
Department:  Special Education
Licensure:  Illinois Professional Educator License
Endorsement:  Director of Special Education
Classification:  Certified/ Exempt
Reports To:  Superintendent
Evaluation:   Evaluated by the Superintendent

Primary Function
Under the direction of the Superintendent, the Director of Special Education shall assume responsibility for the planning, development, coordination, and management of all special education programs, services, budgets, and personnel and shall ensure compliance with state and federal regulations governing the delivery of special education services; and is also responsible for development, implementation, and evaluation of the district’s Special Education programs and the administration of the District’s Child Welfare programs, alternative schools, and serving as liaison with appropriate public and private agencies.

Minimum Qualifications
•  Illinois Professional Educator License (PEL), with LBS1
• Director of Special Education endorsement preferred or eligible for Director of Special Education endorsement 
• Master’s Degree in the area relevant to the departmental curriculum and/or Special Education
• Completion of Teacher Evaluation Admin Academy for teacher evaluations
• Demonstrated excellence in teaching performance and Special Education leadership
• Prior experience as a Director of Special Education preferred
 Performance Responsibilities
 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skills, and/or abilities required:
 
• Provide oversight for caseload management of students in special education and the creation and implementation of IEP plans in inclusive, self-contained, resource and off-site settings;
• Ensure that services provided by contractual personnel are of high quality, provided in the LRE, and are aligned with students’ IEPs;
• Ensure that all documents are completed in a timely and accurate manner, according to state, local, school, and school policies prior to meetings;
• Coordinate the completion of IEP benchmarking, progress monitoring, and quarterly IEP progress reports for students and parents;
• Provide training and technical assistance to case managers, teachers, related service providers professionals on all aspects of case management: uses of computer systems for the special education process, goal writing, progress reports, annual reviews, and parent communication;
• Ensure that IEPs are developmentally appropriate, curriculum and standards-based, and are relevant to individual students;
• Provide guidance and oversight for co-teaching initiatives, professional development and support;
• Work to maintain school tracking and data systems that include student information related to IEPS, services, service hours, evaluations, referrals, evaluation timelines, and documented infractions;
• Support the planning and implementation of Special Education initiatives, integrating new developments, current research, and best practices into programs and new initiatives;
• Works closely with Principals and the Director of Student Services to support middle school articulation and 8^th grade transition processes
• Gather and report data for all reporting requirements concerning students with IEPs and other required reports to the state, department of education, grant applications, annual reports, etc.);
• Maintain a high level of knowledge of Special Education law. Facilitate workshops and meetings for parents and identify resources for parents of students with special needs.
• Supervise, direct, and evaluate staff assigned to the Special Education office.
• Supervise, direct, and evaluate specific related-services staff (i.e. OT, Hearing Itinerant, SEL programs, etc.)
• Provides leadership in developing, implementing, evaluating, and revising the District’s Special Education programs from preschool through 8th grade.
• Provide leadership in the improvement of instruction and the initiation of innovative practices within the special education program.
• Analyze special education student enrollment and individual needs of students then recommend staffing needs.
• Analyze special education student achievement and recommend strategies for increasing yearly progress.
• Conduct procedural training meetings for the purpose of exchanging ideas, disseminating innovative practices, improving teaching techniques, and carrying out necessary departmental functions.
• Organize and/or present professional development activities for teachers, administrators, and support staff.
• Prepare and maintain pertinent records and reports.
• Manage ESY Summer School planning and programming
• Conduct domain meetings for initial referrals for special education case study evaluations.
• Coordinate the case study evaluation assignments to the principal, psychologist, social worker, speech/language pathologist, teacher, nurse, and others as appropriate.
• Conduct annual reviews for students receiving special education services.
• Practice professional renewal through a variety of means such as attending conferences, workshops, and seminars and participating in professional organizations.
• Works cooperatively with building administration and staff in planning, implementing, and managing programs and services for students with disabilities.
• Recruitment and employment of properly licensed personnel as required to provide services to students with disabilities consistent with their IEPs.
• Conducts, in cooperation with building administrators, staff, parents, and community, on-going evaluation of programs, and services, and coordinates the long-range planning process to meet the needs of students.
• Cooperates with the Transportation Office in planning and delivery of services to students whose IEPs require transportation.
• Establish and maintain ongoing communication with the administration and regular/special education staff.
• Maintains effective working relationships with various public and private agencies involved in social services and/or law enforcement as it relates to Special Education students.
• Responds to concerns and questions from community members in a timely and professional manner.
• Works closely with DCFS as needed.
• Develops and manages budgets in the Special Education Department.
• Participates in the personnel selection process when appropriate
• Administers district policies and contract provisions.
• Promotes and maintains a professional attitude among staff.
• Works with school principals to determine the assignment of Special Education employees to schools
• Participates in District and professional committees
• Serves as the district’s Title IX coordinator/Complaint Officer with the Director of Human Resources to investigate complaints for the purpose of reaching resolutions
• Serves as the District Section 504 coordinator
• Attends Board of Education meetings
• Attends Principal meetings as requested by the Superintendent
• Handles parent complaints effectively
• Chairs, conducts, and supervises various discipline and attendance hearings; coordinates all hearing panels, ensures due process in all cases for students with IEPs, and is accountable to the Superintendent. 
• Responsible for state and federal reporting.
• Ability to evaluate contracts and develop recommendations for the district
• Ability to write routine correspondence
• Ability to speak effectively with vendors and staff.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
• Ability to work with all items in great detail and with a high degree of accuracy.
• Strong organizational skills and ability to develop team performance.
• Ability to handle multiple priorities in a highly transactional, fast-paced environment.
• Has excellent integrity and demonstrates good moral character and initiative.
• Proven ability to communicate and work with people in a teamwork environment.
• Embraces and encourages the acceptance of diversity
• Ability to effectively communicate (verbal and written) with parents, colleagues, administration, and all other members of the educational community.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.
• Other tasks as may be deemed appropriate and necessary by the Superintendent.
 
Physical Demands
 
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is required to stand, talk, hear, walk, and sit. The employee is directly responsible for the safety, well-being, and work output of other people. Specific vision requirements of this position include close vision such as reading handwritten material, and the ability to adjust focus.
 
Work Environment
 
The employee shall possess exemplary oral and written communication skills, interpersonal skills, and the ability to work well with others. The employee shall be proficient with the technological aspects of the position, including computing software and hardware, as well as video and camera equipment and software. The employee shall use board-approved resources and technology. While performing the duties of this job, the employee occasionally works in a building setting with children, works in outdoor weather conditions, and is subject to noises associated with both an educational environment and other settings such as the gymnasium, lunchroom, library, busses, traffic, construction sites, server rooms, and boiler rooms.
 
Terms of Employment
 
Twelve-month work year; salary, work year, and work schedule to be established by the Board of Education.
 




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Openings as of 4/19/2025

Director of Human Resources (2025-2026 School Year)

JobID: 3499

Position Type:
  Administration


Date Posted:
  4/8/2025


Location:
  District Human Resources


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Title:  Director of Human Resources
Department:  Human Resources 
Licensure:  Illinois Professional Educator License
Endorsement: General Administrative or Principal
Classification:  Certified
Reports To:  Superintendent
Evaluation:   Evaluated by the Superintendent

Primary Function
The Human Resources Director is responsible for developing and maintaining a personnel system, which ensures that the school district is staffed with excellent employees. This individual provides leadership, guidance, and support to the district leadership team in personnel matters and promotes the general welfare of District employees. 

Minimum Qualifications
• Possess a Professional Educator License (PEL) with General Administrative or Principal Endorsement and the completion of the Teacher Evaluation Modules.
• Experience in Human Resources, Labor Relations, Business Administration, Public Administration, Organizational Development, Communications, or related fields.
• Minimum of three to five years of successful administrative and leadership experience in the area of Human Resources and/or Labor Relations.  Public school experience preferred.
• Experience with collective bargaining contract negotiations.
• Ability to exercise sound judgment and make decisions in a manner consistent with district vision, mission, and goals.
• Excellent communication skills, written and verbal, with demonstrated attention to detail.
• Prior work experience with a public school district or other public sector employer preferred.
• Understanding technology and its application to the human resource functions of a public school district.
• Experience managing a high-volume recruitment effort.
• Experience in supervising and evaluating employees.
• Access to a vehicle for travel to school buildings as needed.
• Valid driver’s license and vehicle insurance.
 Performance Responsibilities
 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skills, and/or abilities required:
• Provide leadership for contract negotiations - prepare negotiation documents; this will be done in collaboration with legal counsel, the Business Office, and the Superintendent.
• Interpret the negotiated contract as appropriate.
• Act as designee of the Superintendent at appropriate stages of the grievance process and/or employee disciplinary proceedings.
• Work with outside counsel to plan, organize, and represent the District in fact-finding arbitration, representation cases, and misconduct investigations.
• Complete essential functions and tasks using available technologies including online database and reporting systems.
• Administer all assignments, transfers, dismissals, and promotions of staff members in accordance with district policies, collective bargaining agreements, and guidelines.
• Provide direction for and administrative oversight of personnel evaluation processes that comply with all applicable federal, state, and district mandates.
• Administer provisions of the School Code, Board Policies, and CBA as they apply to leave of absence policies.
• Supervise and evaluate staff under his/her supervision and assume responsibility for all aspects of the Human Resources Department.
• Assists the Business Office in the preparation and maintenance of budgets, including salaries, and benefits.
• Attend all Board Meetings and prepare such reports for the Board as are appropriate to the primary function and other reports which may be requested by the Superintendent or the Board of Education.
• Attend regular meetings of the Superintendent and serve actively to improve communication, cooperation, and planning among district leadership.
• Provide necessary research for successful wage and salary administration.
• Acts as an advisor to administrators and supervisors on issues related to employee discipline and employment for the purpose of ensuring consistent application of policy.
• In cooperation with the Teaching & Learning Dept., coordinate and maintain data relating to the Professional Development activities provided within and outside the school district.
• Direct the activities of the Calendar Committee, RIF Joint Committee, District Labor Management Relations Committee (DLMRC), and other committees as assigned.
• Conduct ad-hoc training sessions.
• Oversee the Personnel Records Compliance Audit with State.
• Maintain all personnel records and protect the confidentiality of records and information about staff and use discretion when sharing any such information within legal confines.
• Knowledgeable of all federal, state, and local laws, which affect the personnel of the Zion Elementary District 6, e.g. Public Employment Relations Act, Fair Labor Standards Act, Unemployment Compensation legislation, and Workers Compensation legislation.
• Notify the Superintendent and appropriate legal counsel of any issue, which has or may result in litigation.
• Serve as the district’s Title IX coordinator/Complaint Officer and investigate complaints for the purpose of reaching resolutions that provide a healthy work environment.
• Maintain and monitor position control for the District with the Business Office for the purpose of ensuring FTE allocations are within the District budget.
• Perform other duties and responsibilities as assigned by the Superintendent.  
Physical Demands
 
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is required to stand, talk, hear, walk, and sit. The employee is directly responsible for the safety, well-being, and work output of other people. Specific vision requirements of this position include close vision such as reading handwritten material, and the ability to adjust focus.
 
Work Environment
 
The employee shall possess exemplary oral and written communication skills, interpersonal skills, and the ability to work well with others. The employee shall be proficient with the technological aspects of the position, including computing software and hardware, as well as video and camera equipment and software. The employee shall use board-approved resources and technology. While performing the duties of this job, the employee occasionally works in a building setting with children, works in outdoor weather conditions, and is subject to noises associated with both an educational environment and other settings such as the gymnasium, lunchroom, library, busses, traffic, construction sites, server rooms, and boiler rooms.
 
Terms of Employment
 
Twelve-month work year; salary, work year, and work schedule to be established by the Board of Education.
 




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Openings as of 4/19/2025

Special Education Coordinator (2025-2026 School Year)

JobID: 3501

Position Type:
  Administration/Coordinator of Special Services


Date Posted:
  4/14/2025


Location:
  District Student Services


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Title:  Special Education Coordinator                    Reports To:  Special Education Coordinator 
 
Department:  Special Education                        Classification:  Administrator
 
Work Year:    12-Month                                       


 EDUCATION AND EXPERIENCE:
 
1. Illinois Public Educator License, General Administrative Endorsement, and Teacher Evaluator Designation required
2. Undergrad degree in special education preferred, or a related services field (school psychology, school social work, etc.)
3. Supervisory and/or leadership experience in special education programs including leading Section 504 meetings and/or IEP meetings
4. Supervisory and/or leadership experience managing building level programming, parent concerns and student discipline
 
REPRESENTATIVE DUTIES: 
 
1. Supervises and evaluates certified and support staff
2. Enforces the district's personnel policies
3. Participates in the recruitment, screening, hiring, assigning, and training of department personnel
4. Assists with recommendations for tenure and dismissal
5. Assists with coordination of contracted related service personnel
6. Works with departmental staff to resolve student, staff and/or parent problems
7. Engages in relevant curriculum planning and development
8. Provides consultation and leadership regarding health and safety assessments of students
9. Maintains administrative records;prepares reports and correspondence
10. Supervises special education compliance
11. Attends relevant school, district, and professional meetings
12. Participates in activities for continued professional growth
13. Supervises Special Education department events
14. Performs other duties as assigned by the Director
 
KNOWLEDGE AND ABILITIES:
 
Knowledge of:
·        Planning, organization and direction of student programming and activities
·        District organization, operations, policies and objectives
·        Oral and written communication skills
·        Current applicable laws, regulations, policies and procedures
·        Legal proceedings and due process
 
Ability to:
·        Communicate effectively both orally and in writing
·        Interpret, apply and explain rules, regulations, policies and procedures
·        Analyze situations accurately and adopt an effective course of action
·        Meet schedules and timelines
·        Work independently
·        Plan and organize work
 
WORKING CONDITIONS:
 
Environment:  School sites; indoor and outdoor settings.
 
Physical Abilities:  Standing for extended periods of time; bending at the waist to assist students; reaching overhead, above the shoulders and horizontally; hearing and speaking to exchange information; seeing to monitor student activities and behavior; dexterity of hands and fingers to demonstrate activities and prepare materials.




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Openings as of 4/19/2025

Technology Teacher (2025-2026 School Year)

JobID: 3491

Position Type:
  Elementary School Teaching


Date Posted:
  4/14/2025


Location:
  Elmwood Elementary School


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Position/Title: Technology Teacher
Responsible To: Building Principal/Building Administration/T&L Department
Minimum Qualifications: Valid Illinois Certification with Technology Specialist Endorsement and/or Approval
Location: Position: Elmwood
             
 
JOB GOAL: To provide an integrated technology program within a classroom environment favorable to learning and personal growth; to establish effective rapport with students’ teachers; to motivate students to develop skills, attitudes and knowledge needed to successfully transition to the High School upon promotion from 8th grade; to maintain good relationship with parents and the community as a whole. To perform this job successfully an individual must be able to execute each requirement satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability needed for the position.
 
 
 
ESSENTIAL FUNCTIONS:
 
1. Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.
 
2. Administers developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
 
3. Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student’s achievements; developing methods for improvement and/or reinforcing classroom goals.
 
4. Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.
 
5. Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
 
6. Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program addressing individual student requirements.
 
7. Directs student teachers, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
 
8. Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study.
 
9. Maintains the classroom and lab areas for the purpose of meeting state, local and industry standards as required.
 
10. Manages student behavior for the purpose of providing a safe and optimal learning environment.
 
11. Models conversation, manners, clean-up activities, listening skills, etc. for the purpose of demonstrating appropriate industry, social and interpersonal behavior.
 
12. Monitors students in a variety of educational environments (e.g. classroom, field trips, conferences, etc.) for the purpose of providing a safe and positive learning environment.
 
13. Organizes age-appropriate activities for the purpose of ensuring student participation in learning activities.
 
14. Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
 
15. Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements
 
16. Provide whole class and small group instruction for the purpose of presenting the grade and/or content appropriate curriculum, in alignment with the Illinois Performance Standards.
 
17. Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to School Code and school policies.
 
18. Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
 
19. Responds to questions from a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction.
 
 
 
OTHER FUNCTIONS:
 
1. Daily attendance and punctuality are required for the purpose of ensuring the goals of the work unit can be met.
 
2. Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
 
 
 
JOB REQUIREMENTS: Minimum Qualifications
 
Skills, Knowledge and Abilities
 
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.
 
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies.
 
ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and ability to provide instruction and supervision to groups of 12-45 students.
 
Responsibility
 
Responsibilities include: working under limited supervision using standardized practices and/or methods; providing information and/or advising others; and operating within a defined budget. Utilization of some resources from other work units may be required to perform the job’s functions. There is some opportunity to significantly impact the Organization’s services.
 
Working Environment
 
The usual and customary methods of performing the job’s functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling; some climbing and balancing; some stopping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking and 40% standing. This job is performed in a generally clean and healthy environment.





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Openings as of 4/19/2025

2nd Grade Dual Language Teacher (2025-2026 School Year)

JobID: 3366

Position Type:
  Elementary School Teaching/Bilingual Teacher


Date Posted:
  4/14/2025


Location:
  East Elementary School


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Job Title: Dual Language Teacher
Department: Teaching and Learning
Reports To:  Building Principal Area: ELL/Bilingual Department
Classification:  Exempt Terms:  9 month Position    

Job Description: Under the immediate direction of the Building Principal, the Dual Language Teacher is responsible for the academic, social and psychological growth of students in the classroom and collaborates with school personnel, parents and community agencies to provide quality instructional programs. The Dual Language Teacher performs other duties directly related to this position description.
 
Job Summary: We are seeking a Spanish/English Dual Language Teacher for Zion Elementary School District 6 who has a passion for instruction and facilitation of student learning using current best practices and strategies in dual language classrooms. The ideal candidate demonstrates a commitment to the goals of the dual language program and research behind the program’s effectiveness.  
 
Reports to: Building Principal
 
Terms:  9 Months
 
Primary Responsibilities:  
 
• Provides explicit language arts instruction in both program languages, based on language-specific standards.

• Provides standards-based academic content instruction in both program languages.

• Utilizes appropriate separation of languages to promote high levels of language acquisition.

• Uses sheltered instruction and other pedagogical strategies for bilingual learners to facilitate comprehension and promote language and literacy development.

• Uses a variety of strategies to ensure equitable participation among all students.

• Uses a variety of strategies to promote the sociocultural competence of all students.

• Promotes metalinguistic awareness and metacognitive skills and leverages students’ bilingualism by strategically incorporating cross-linguistic strategies.

• Collaborates in the development, articulation, implementation, and stewardship of the dual language program.
 
• Works cooperatively with students and their parents who are culturally, racially and linguistically diverse.

• Coordinates instruction with support service personnel.

• Provides planned learning experiences in order to motivate students and best utilizes the available time for instruction.

• Uses multiple measures of assessments in both languages of instruction to collect and analyze data and inform instruction.

• Incorporates effective use of technology to enhance instructional resources in both languages.

• Develops lesson plans and instructional materials for the class including individualized and small group instruction in order to adapt the curriculum performance standards to the needs of each student.

• Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.

• Evaluates academic and social growth of students, keeps appropriate records, prepares progress reports, and communicates with parents on individual student progress.

• Creates with assistance from students, a functional and attractive learning environment in both languages such as displays, bulletin boards and interest centers.

• Maintains professional competence through participation in faculty and professional meetings, educational conferences, and teacher training workshops provided by the District and self-selected professional growth activities.

• Administers examinations as mandated by the Board of Education and the state.

• Performs basic attendance accounting and business services as required.
 
Other Duties:
 
• 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.
 
Qualifications:
 
• Valid Illinois PEL with general education (K-9) and/or early childhood and bilingual endorsement (Spanish)

• High oral and written fluency in the target language (Spanish)

• Knowledge of bilingual education programs and teaching strategies/techniques

• Knowledge and experience with curriculum design, planning, and instruction

• Demonstrated commitment to fostering an academically rigorous dual language education program

• Demonstrated knowledge of data driven instruction
 
Work Environment
 
• 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.





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Openings as of 4/19/2025

ELL/Bilingual Resource Teacher, Multiple Positions Available (2025-2026 School Year)

JobID: 3370

Position Type:
  Elementary School Teaching/Bilingual Teacher


Date Posted:
  4/14/2025


Location:
  District-wide


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Position/Title:                         ELL Bilingual Resource Teacher
                                               
Responsible To:                    Building Principal
                                                Program Director

Classification:                       Certified

Work Year:                            180 Days

Salary Range can be found in our Collective Bargaining Agreement - LINK 

Minimum Qualifications: 
•Possess a Bachelor’s Degree (Education) or related field. Illinois Professional Educator License (PEL) with appropriate endorsement(s) or Educator License with Stipulations (ELS).
•Understanding and experience with curriculum design, planning and instruction.
•Spanish fluency required
•Strong communication skills (written and oral).

Job Summary:
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.
 
BASIC FUNCTION:
           
Provide instruction to individuals or small groups of limited or non-English speaking students in a classroom, pull-out, supervised or other learning environment at an assigned school site.
 
REPRESENTATIVE DUTIES:
 
Provide instruction of the core subjects in the students’ native language
 
Set up and manage the teaching-learning process in an effective bilingual/bicultural environment.
 
Obtain and demonstrate knowledge of general education curriculum, including grade level expectations and State standards.
 
Consult and/or collaborate with general education teachers in the areas of assessment, curriculum adaptations, behavior management, and monitoring student progress.
 
Prepare and submit program information and reports as requested.
 
Adhere to building and district policies and procedures.
 
Establish developmentally appropriate instructional and behavioral expectations for students and for self and communicate those to students and their families.
 
Create lessons and learning environments that are safe, respectful, and interesting as well as multicultural/gender and ability fair/developmentally appropriate. 
 
Select, adapt and individualize materials appropriate for diverse student populations and skill levels.
 
Collaborate and communicate regularly with families.  Use family and community resources to support learning.
 
Assess students’ developmental, cognitive, and social needs and provide developmentally appropriate instruction to meet those needs.
 
Regularly assess student learning by using multiple forms of assessment. 
 
Facilitate positive interactions between student and teacher, student and peers, and student and other adults.
 
Model learning and behavior consistent with the expectations established for students.
 
Always keep the students’ needs and rights first and foremost in any educational decision-making.
 
Perform related duties as assigned.
 
EDUCATION AND EXPERIENCE:
 
Required:  State of Illinois Teacher Certification (including Type 03 or 09) with Bilingual Endorsement or Bilingual Approval or Type 29 Certification.
 
LICENSES AND OTHER REQUIREMENTS:  Valid Illinois driver’s license.
 
KNOWLEDGE AND ABILITIES:
 
            Knowledge of:
• Correct oral and written usage of English and a designated second or third language.
• Physical, intellectual, social, and emotional growth patterns in students.
• Academic testing practices, procedures and methods.
• Federal and state laws and regulations regarding Bilingual education and assigned duties.
• Safe practices in classroom and playground activities.
• Reading and writing communication skills.
• Interpersonal skills using tact, patience and courtesy.
• Record-keeping techniques.
• Cultural differences in student population.
 
Ability to:
• Assist ELLs with the instructional program and related activities of the assigned learning environment.
• Read, write, and translate English and a designated second or third language (i.e. letters to parents, curriculum materials).
• Speak and interpret English and a designated second or third language.
• Establish and maintain effective relationships with students, parents, staff and the public including members of ethnic communities and foreign countries.
• Prepare and maintain confidential records and files.
• Analyze situations accurately and adopt an effective course of action.
• Understand and follow oral and written directions.
• Communicate effectively with children and adults.
• Establish and maintain cooperative and effective working relationships.
• Communicate effectively both orally and in writing.
• Monitor and discipline students according to approved policies and procedures.
• Operate instruction and office equipment.
• Relate sensitively to a diverse student population.
 
WORKING CONDITIONS:
 
Environment:  School sites; indoor and outdoor settings.
 
Physical Abilities:  Standing for extended periods of time; bending at the waist to assist students; reaching overhead, above the shoulders and horizontally; hearing and speaking to exchange information; seeing to monitor student activities and behavior; dexterity of hands and fingers to demonstrate activities and prepare materials.
 
 
 
This job description in no manner states or implies that these are the only duties and responsibilities to be performed by the position incumbent.  The incumbent will be required to follow the instructions and perform the duties required by the incumbent’s supervisor, appointing authority or designee.
 
In accordance with the Americans with Disabilities Act, it is possible that requirements may be modified to reasonably accommodate disabled individuals.  However, no accommodations will be made which may pose serious health or safety risks to the employee or others or which impose undue hardships on the District.
 
Job descriptions are not intended as and do not create employment contracts.  The District maintains its status as an at-will employer.  Employees can be terminated for any reason not prohibited by law.
 
 
_________________________                                  ______________________
Superintendent or Designee                                        Date
 
 
My signature below signifies that I have reviewed the contents of my Job Description and that I am aware of the requirements of my position.
 
 
 
__________________________                                ___________________________
Signature                                                                     Date




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Openings as of 4/19/2025

Middle School Dual Language Teachers, Multiple Positions Available (2025-2026 School Year)

JobID: 3461

Position Type:
  Elementary School Teaching/Bilingual Teacher


Date Posted:
  4/14/2025


Location:
  All Middle Schools


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Job Title: Dual Language Teacher
Department: Teaching and Learning
Reports To:  Building Principal Area: ELL/Bilingual Department
Classification:  Exempt Terms:  9 month Position    

Salary Range can be found in our Collective Bargaining Agreement - LINK 

Job Description: Under the immediate direction of the Building Principal, the Dual Language Teacher is responsible for the academic, social and psychological growth of students in the classroom and collaborates with school personnel, parents and community agencies to provide quality instructional programs. The Dual Language Teacher performs other duties directly related to this position description.
 
Job Summary: We are seeking a Spanish/English Dual Language Teacher for Zion Elementary School District 6 who has a passion for instruction and facilitation of student learning using current best practices and strategies in dual language classrooms. The ideal candidate demonstrates a commitment to the goals of the dual language program and research behind the program’s effectiveness.  
 
Reports to: Building Principal
 
Terms:  9 Months
 
Primary Responsibilities:  
 
• Provides explicit language arts instruction in both program languages, based on language-specific standards.

• Provides standards-based academic content instruction in both program languages.

• Utilizes appropriate separation of languages to promote high levels of language acquisition.

• Uses sheltered instruction and other pedagogical strategies for bilingual learners to facilitate comprehension and promote language and literacy development.

• Uses a variety of strategies to ensure equitable participation among all students.

• Uses a variety of strategies to promote the sociocultural competence of all students.

• Promotes metalinguistic awareness and metacognitive skills and leverages students’ bilingualism by strategically incorporating cross-linguistic strategies.

• Collaborates in the development, articulation, implementation, and stewardship of the dual language program.
 
• Works cooperatively with students and their parents who are culturally, racially and linguistically diverse.

• Coordinates instruction with support service personnel.

• Provides planned learning experiences in order to motivate students and best utilizes the available time for instruction.

• Uses multiple measures of assessments in both languages of instruction to collect and analyze data and inform instruction.

• Incorporates effective use of technology to enhance instructional resources in both languages.

• Develops lesson plans and instructional materials for the class including individualized and small group instruction in order to adapt the curriculum performance standards to the needs of each student.

• Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.

• Evaluates academic and social growth of students, keeps appropriate records, prepares progress reports, and communicates with parents on individual student progress.

• Creates with assistance from students, a functional and attractive learning environment in both languages such as displays, bulletin boards and interest centers.

• Maintains professional competence through participation in faculty and professional meetings, educational conferences, and teacher training workshops provided by the District and self-selected professional growth activities.

• Administers examinations as mandated by the Board of Education and the state.

• Performs basic attendance accounting and business services as required.
 
Other Duties:
 
• 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.
 
Qualifications:
 
• Valid Illinois PEL with general education (K-9) and/or early childhood and bilingual endorsement (Spanish)

• High oral and written fluency in the target language (Spanish)

• Knowledge of bilingual education programs and teaching strategies/techniques

• Knowledge and experience with curriculum design, planning, and instruction

• Demonstrated commitment to fostering an academically rigorous dual language education program

• Demonstrated knowledge of data driven instruction
 
Work Environment
 
• 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.





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Openings as of 4/19/2025

Dual Language Teacher (Kinder, 1st, 2nd Grade), Multiple Positions Available (2025-2026 School Year)

JobID: 3469

Position Type:
  Elementary School Teaching/Bilingual Teacher


Date Posted:
  4/14/2025


Location:
  East Elementary School


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Job Title: Dual Language Teacher
Department: Teaching and Learning
Reports To:  Building Principal Area: ELL/Bilingual Department
Classification:  Exempt Terms:  9 month Position    

Salary Range can be found in our Collective Bargaining Agreement - LINK 

Job Description: Under the immediate direction of the Building Principal, the Dual Language Teacher is responsible for the academic, social and psychological growth of students in the classroom and collaborates with school personnel, parents and community agencies to provide quality instructional programs. The Dual Language Teacher performs other duties directly related to this position description.
 
Job Summary: We are seeking a Spanish/English Dual Language Teacher for Zion Elementary School District 6 who has a passion for instruction and facilitation of student learning using current best practices and strategies in dual language classrooms. The ideal candidate demonstrates a commitment to the goals of the dual language program and research behind the program’s effectiveness.  
 
Reports to: Building Principal
 
Terms:  9 Months
 
Primary Responsibilities:  
 
• Provides explicit language arts instruction in both program languages, based on language-specific standards.

• Provides standards-based academic content instruction in both program languages.

• Utilizes appropriate separation of languages to promote high levels of language acquisition.

• Uses sheltered instruction and other pedagogical strategies for bilingual learners to facilitate comprehension and promote language and literacy development.

• Uses a variety of strategies to ensure equitable participation among all students.

• Uses a variety of strategies to promote the sociocultural competence of all students.

• Promotes metalinguistic awareness and metacognitive skills and leverages students’ bilingualism by strategically incorporating cross-linguistic strategies.

• Collaborates in the development, articulation, implementation, and stewardship of the dual language program.
 
• Works cooperatively with students and their parents who are culturally, racially and linguistically diverse.

• Coordinates instruction with support service personnel.

• Provides planned learning experiences in order to motivate students and best utilizes the available time for instruction.

• Uses multiple measures of assessments in both languages of instruction to collect and analyze data and inform instruction.

• Incorporates effective use of technology to enhance instructional resources in both languages.

• Develops lesson plans and instructional materials for the class including individualized and small group instruction in order to adapt the curriculum performance standards to the needs of each student.

• Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.

• Evaluates academic and social growth of students, keeps appropriate records, prepares progress reports, and communicates with parents on individual student progress.

• Creates with assistance from students, a functional and attractive learning environment in both languages such as displays, bulletin boards and interest centers.

• Maintains professional competence through participation in faculty and professional meetings, educational conferences, and teacher training workshops provided by the District and self-selected professional growth activities.

• Administers examinations as mandated by the Board of Education and the state.

• Performs basic attendance accounting and business services as required.
 
Other Duties:
 
• 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.
 
Qualifications:
 
• Valid Illinois PEL with general education (K-9) and/or early childhood and bilingual endorsement (Spanish)

• High oral and written fluency in the target language (Spanish)

• Knowledge of bilingual education programs and teaching strategies/techniques

• Knowledge and experience with curriculum design, planning, and instruction

• Demonstrated commitment to fostering an academically rigorous dual language education program

• Demonstrated knowledge of data driven instruction
 
Work Environment
 
• 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.





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Openings as of 4/19/2025

Dual Language Teacher (3rd, 4th, 5th Grade), Multiple Positions Available (2025-2026 School Year)

JobID: 3470

Position Type:
  Elementary School Teaching/Bilingual Teacher


Date Posted:
  4/14/2025


Location:
  West Elementary School


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Job Title: Dual Language Teacher
Department: Teaching and Learning
Reports To:  Building Principal Area: ELL/Bilingual Department
Classification:  Exempt Terms:  9 month Position 

Salary Range can be found in our Collective Bargaining Agreement - LINK 

Job Description: Under the immediate direction of the Building Principal, the Dual Language Teacher is responsible for the academic, social and psychological growth of students in the classroom and collaborates with school personnel, parents and community agencies to provide quality instructional programs. The Dual Language Teacher performs other duties directly related to this position description.
 
Job Summary: We are seeking a Spanish/English Dual Language Teacher for Zion Elementary School District 6 who has a passion for instruction and facilitation of student learning using current best practices and strategies in dual language classrooms. The ideal candidate demonstrates a commitment to the goals of the dual language program and research behind the program’s effectiveness.  
 
Reports to: Building Principal
 
Terms:  9 Months
 
Primary Responsibilities:  
 
• Provides explicit language arts instruction in both program languages, based on language-specific standards.

• Provides standards-based academic content instruction in both program languages.

• Utilizes appropriate separation of languages to promote high levels of language acquisition.

• Uses sheltered instruction and other pedagogical strategies for bilingual learners to facilitate comprehension and promote language and literacy development.

• Uses a variety of strategies to ensure equitable participation among all students.

• Uses a variety of strategies to promote the sociocultural competence of all students.

• Promotes metalinguistic awareness and metacognitive skills and leverages students’ bilingualism by strategically incorporating cross-linguistic strategies.

• Collaborates in the development, articulation, implementation, and stewardship of the dual language program.
 
• Works cooperatively with students and their parents who are culturally, racially and linguistically diverse.

• Coordinates instruction with support service personnel.

• Provides planned learning experiences in order to motivate students and best utilizes the available time for instruction.

• Uses multiple measures of assessments in both languages of instruction to collect and analyze data and inform instruction.

• Incorporates effective use of technology to enhance instructional resources in both languages.

• Develops lesson plans and instructional materials for the class including individualized and small group instruction in order to adapt the curriculum performance standards to the needs of each student.

• Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.

• Evaluates academic and social growth of students, keeps appropriate records, prepares progress reports, and communicates with parents on individual student progress.

• Creates with assistance from students, a functional and attractive learning environment in both languages such as displays, bulletin boards and interest centers.

• Maintains professional competence through participation in faculty and professional meetings, educational conferences, and teacher training workshops provided by the District and self-selected professional growth activities.

• Administers examinations as mandated by the Board of Education and the state.

• Performs basic attendance accounting and business services as required.
 
Other Duties:
 
• 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.
 
Qualifications:
 
• Valid Illinois PEL with general education (K-9) and/or early childhood and bilingual endorsement (Spanish)

• High oral and written fluency in the target language (Spanish)

• Knowledge of bilingual education programs and teaching strategies/techniques

• Knowledge and experience with curriculum design, planning, and instruction

• Demonstrated commitment to fostering an academically rigorous dual language education program

• Demonstrated knowledge of data driven instruction
 
Work Environment
 
• 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.





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Openings as of 4/19/2025

First Grade Teacher (2025-2026 School Year)

JobID: 975

Position Type:
  Elementary School Teaching/First Grade Teacher


Date Posted:
  4/14/2025


Location:
  Beulah Park Elementary School
(High-Needs School)


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Minimum Qualifications: 
 
•Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).
 
•Understanding and experience with curriculum design, planning and instruction.
 
•Strong communication skills (written and oral).
 
 
 
Job Summary:
 
Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Subject/Grade Level Teacher 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
 
 
 
Other Duties:
 
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.
 
 
 
Teaching Framework Responsibilities:
 
Adapted from the Framework for Teaching. Charlotte Danielson
 
 
 
The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
 
 
 
The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
 
 
 
The teacher 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 teacher 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 teacher 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 teacher'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 teacher intends to use assessment results to plan for future instruction for students.
 
 
 
The teacher's interactions with his/her students are friendly and demonstrate general caring and respect.
 
 
 
The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
 
 
 
The teacher's management of instructional groups and/or the handling of materials and supplies are consistent.  The teacher ensures that students follow established classroom routines.
 
 
 
The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
 
 
 
The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
 
 
 
The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
 
 
 
The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
 
 
 
The teacher 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 teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
 
 
 
The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
 
 
 
The teacher's reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
 
 
 
The teacher 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 teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
 
 
 
The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
 
 
 
The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
 
 
 
The teacher supervises students or assists with supervision in both teaching and not teaching situations.
 
Other duties as assigned.
 
 
 
Mental Demands:
 
 
 
•         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.
 
 
 
Working Conditions:
 
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.





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Openings as of 4/19/2025

PreK Teacher (2025-2026 School Year)

JobID: 3334

Position Type:
  Elementary School Teaching/Pre-school/Early Childhood


Date Posted:
  4/14/2025


Location:
  All Elementary Buildings
(High-Needs School)


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Salary Range can be found in our Collective Bargaining Agreement - LINK 

Minimum Qualifications: 
•Possess a Bachelor’s Degree (Education or related field). Illinois Professional Educator License with appropriate endorsement(s) for teaching early childhood special education students.
•Understanding and experience with curriculum design, planning and instruction.
•Strong communication skills (written and oral).


Job Summary:
Under the direction of the Building Principal, 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 

Other Duties:
• 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.

Teaching Framework Responsibilities:
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.

Mental Demands:
•  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.

Working Conditions:
• 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.





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Openings as of 4/19/2025

2nd Grade Teacher, Monolingual (2025-2026 School Year)

JobID: 3500

Position Type:
  Elementary School Teaching/Second Grade Teacher


Date Posted:
  4/14/2025


Location:
  Beulah Park Elementary School


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Minimum Qualifications: 
•Possess a Bachelor’s Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).
•Understanding and experience with curriculum design, planning and instruction.
•Strong communication skills (written and oral).

Job Summary:
Under the direction of the Building Principal, 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 
 
Other Duties:
• 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.

Teaching Framework Responsibilities:
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.

 Mental Demands:
•  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.
 
Working Conditions:
• 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.





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Openings as of 4/19/2025

Building Substitute Teachers, Multiple Positions Available (2025-2026 School Year)

JobID: 3492

Position Type:
  Elementary/Middle School


Date Posted:
  4/14/2025


Location:
  District-wide


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Minimum Qualifications: 
• Illinois Professional Educator License with appropriate endorsement(s).Possess a Bachelor’s Degree (Education) or related field.
•Understanding and experience with curriculum design, planning and instruction.
•Strong communication skills (written and oral).

Job Summary:
Under the direction of the Building Principal, 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 as needed
•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 
 
Other Duties:
• 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.

Teaching Framework Responsibilities:
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.

 Mental Demands:
•  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.
 
Working Conditions:
• 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.





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Openings as of 4/19/2025

Library Media Specialist (2025-2026 School Year)

JobID: 3358

Position Type:
  Elementary/Middle School


Date Posted:
  4/14/2025


Location:
  Beulah Park Elementary School


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Job Title: Library Media Specialist/Technology Teacher

Location:  Building Based

Reports To:  Building Principal 


Job Description:
The Library Media Specialist in Zion ESD 6 works as teachers, instructional leaders, instructional partners and program coordinators who manage the daily functions of the Library Media Center (“learning commons” or “learning workshop”). They work with stakeholders to accomplish goals that include: 1) ensuring that all students and staff have opportunities to become effective creators, users, and curators of ideas and information  2) collaborating to design and implement information literacy and digital literacy instruction  3) working as part of the library team to develop a creative vision for the learning commons whose goals integrate with the school and district goals and 4) establish the learning commons as a central space for learning, making, critical thinking and collaboration.
 
Qualifications
• Professional Educator License with Library Information Specialist endorsement(s) and/or Media endorsement
 
Primary Responsibilities:
The criterion indicated below are on the ISTE standards, and are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them from being required if the work is similar, related, or a logical task of the position.
 
Facilitator
• Implements and reflects on processes that support continuous improvement and a rich learning environment that prepares our students for the evolving world.
• Empower students to be critical thinkers, enthusiastic readers, skillful researchers, and discerning, technologically literate, ethical users of information.
• Ability to facilitate learning about digital literacy with the goal of creating a culture of digital citizens.
• Supports all stakeholders with the use of instructional technology and information resources.
 Designer
• Skilled in differentiating instruction to meet the learning needs of all students and foster critical thinking.
• Vision to design flexible spaces conducive to learning and creation.
• Knowledge of, or desire to learn about and implement Makerspaces
• Continually contribute to curriculum design, implementation, and reflection.
 Collaborator
• Knowledge of the PLC process, and desire to be a proactive participant in the PLC culture.
• Actively collaborate with individual teachers and teams to design and integrate information and technology services into learning experiences and curriculums.
Leader
• Develop a school library media program and environment that addresses 21st century skills, including life and career development, learning and innovation, and information, media, and technology literacy.
• Remains current with standards for information and technology literacy, including the International Society for Technology in Education (ISTE)
• Ensure equitable access to information and learning resources.
• Take an active role in school improvement and accreditation activities.
Learner
• Desire to participate in, and model continual learning and personal/professional growth.
• Remains current in professional practices and developments, information technologies (including, but not limited to library databases), and educational research applicable to school library programs.
• Remains current with knowledge of Google Apps for Education, Chromebooks, and the Chrome browser.
Analyst
• Collect and analyze data to periodically evaluate the school library media program for continuous improvement against measurable goals and communicate program results with administrators, staff, and the community.
• Experience in evaluating and selecting print and digital resources.
 Citizen
• Understanding of, and desire to integrate stakeholder voice.
• Seeks, establishes, and maintains community partnerships, including, but not limited to, other school and public libraries to provide expanded opportunities and access to resources for stakeholders.
• Understanding of, and ability to help develop a culture of positive digital citizenship.
• Familiarity with various social media outlets for outreach and publicity.
•  Maintain frequent and timely communication with stakeholders through an effective online school library media program presence and other formats such as presentations, e-mail, newsletters, reports, and articles.
 
Physical Demands And Work Environment
 
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee will frequently sit, stand, and walk. The employee is occasionally required to stoop, kneel, reach forward and above the head. The employee will occasionally lift and/or move up to 50 pounds such as boxes of books. Specific vision abilities required by this job include close vision. The employee regularly interacts with students, staff and parents in addition to meeting multiple demands and deadlines from several people.
 
The noise level in the work environment ranges from quiet to moderately loud and work is usually performed indoors.
 
The statements in this job description are intended to describe the general nature and level of the work to be performed by (an) individual(s) assigned to this position. They are not an exhaustive list of all duties and responsibilities related to the position. This job description will be reviewed periodically as duties and responsibilities change with business necessity and School Board Policy and procedures. Essential and marginal job functions are subject to modification.
 
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.
 




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Openings as of 4/19/2025

K-8 Math Instructional Coach (2025-2026 School Year)

JobID: 3496

Position Type:
  Elementary/Middle School/EL/MS - Instructional Coach


Date Posted:
  4/14/2025


Location:
  District Teaching & Learning Dept.


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Job Title: Math Instructional Coach
Department: Teaching and Learning Department
Reports To: Teaching and Learning Department
Classification: Certified/Salaried
Terms: 180 school days and District-wide traveling between schools and is not school-based.

The Instructional Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and their understanding of instructional practices as related to the Common Core and Data Driven Instruction. An instructional coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team with members of the Teaching & Learning Department. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership.

The Elementary Instructional Coach will work as a colleague with classroom teachers to support student learning in all content areas. The Instructional Coach will focus on individual and group professional development that will expand and refine the understanding of research-based effective instruction. In order to fulfill these expectations, the Instructional Coach will provide personalized support that is based on the goals and identified needs of individual teachers in support of the school improvement action plan.

Primary Responsibilities: The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.
• Classroom Supporter (Partner)
  • Co-teaches and models strategies and techniques that ensure rigorous core instruction for all learners
  • Co-plans instructional units with teachers using backward design and effective instructional practices
  • Observes teachers and provides feedback with a focus on students’ academic achievement
  • Conducts teacher-driven conversations to promote reflection and to identify next steps.
  • Provides timely and specific feedback that helps learners grow and improve instructional practices
     
• Instructional Specialist
  • Understands effective instructional practices, instructs teachers in these practices and models the practices
  • Supports teachers’ individual and group efforts aligned to all students’ needs and to implement core instruction
  • Supports teachers in using differentiated instruction
  • Helps teachers select and implement appropriate instructional practices
  • Leads district and building professional development
  • Leads professional development for new staff during new teacher orientation
     
• Data Coach
  • Supports teachers’ use of data to determine appropriate instruction
  • Helps teachers understand state standards for proficiency at all grade levels and in all content areas
  • Helps teachers use multiple sources of data
  • Helps teachers use student work to identify information about their learning (formative assessment).
  • Facilitates individual and group reflections about student growth
     
• Learning Facilitator
  • Develops relationships with adults that lead to increased rigor, change in practice, reflection, and schoolwide collective efficacy that promote student achievement
  • Plans for high-quality professional learning that is integrated and embedded into day-to-day teaching and learning and that aligns with the school and district visions and missions
  • Facilitates teacher collaboration through structured learning opportunities and coaching conversations
  • Uses local, state, national standards, and research to design and deliver professional learning
  • Actively learns and engages in professional reading and research to keep current and regularly shares new ideas with teachers and administrators.
 
General:
 
• Use technology resources to enhance teaching and learning
• Attend professional development and scheduled meetings as requested
• Identify key areas and methods of communication with teachers concerning instructional practices
• Experience with the implementation of NWEA as required by the school authorizer  Act as an advocate for the school at various events
• Respond to email and voicemail in a timely manner
• Maintain a positive working relationship with faculty, staff, board members, parents, students, authorizer, and community
 Qualifications:
• Illinois Professional Educator License
• Suggested - Four years of classroom teaching experience with summative evaluation ratings of excellent in the past 2 years
• Suggested - Endorsements in any of the following: Mathematics, MS, Elementary Education, Instructional Coaching, Curriculum and Instruction or Teacher Leader Program
• Demonstrated knowledge of data driven instruction.
• Two or more years of experience implementing the NWEA assessment program.
• The employee must have foundational knowledge of district curricular standards and targets; State of Illinois learning standards; best practices in teaching; differentiated instruction; successful classroom management strategies; and other related curriculum objectives.
• Actively learns and engages in professional reading and research to keep current and regularly shares new ideas with teachers and administrators
Work Environment:
The employee shall possess personal computing skills with the following types of software including web browsers, word processing, spreadsheet, and databases and student database systems. The employee shall use board approved resources, classroom textbooks, teacher manuals, technology, and assistive technology. While performing the duties of this job, the employee works in a classroom setting with children, occasionally works in outdoor weather conditions, and is subject to noises associated with an educational environment. While performing the duties of this job, the employee is regularly required to stand, walk, talk or hear, and taste or smell. The employee frequently is required to use hands to handle or feel instructional materials and classroom tools. The employee is occasionally required to sit; climb or balance, and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignment without direct supervision. After-hour work may be required. Must be able to work under stressful conditions.

Salary:  Salary Information as per the Zion’s Education Association, Collective bargaining agreement – LINK
 




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Openings as of 4/19/2025

Bilingual Building Secretary - Summer School and ESY

JobID: 3472

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
Bilingual Building Secretary for Summer School and ESY

Summer School Pay: Education Support Staff, all positions listed - Regular hourly rate as set for the 2024-2025 school year

BASIC FUNCTION
To assure the smooth and efficient operation of the school office so that the office’s maximum positive impact on the education of children can be realized.
 
REPRESENTATIVE DUTIES
• Greet visitors, maintain sign-in log and distribute visitors’ badges.
• Take incoming telephone messages, route and follow through.
• Distribute mail.
• Maintain accurate attendance records including attendance card files.
• Maintain current class list.
• Care of ill or injured pupils, providing minor assistance and calling nurse or parents as the occasion demands.
• Keep teacher and personnel attendance records, completing absence, substitute teacher forms, and internal substitute forms.
• Responsible for stock of supplies and for ordering new supplies, checking in receipts of supplies, storing and distributing.
• PowerSchool duties: 
  •  Input and verify all student data to ensure accuracy
  •  Make necessary changes to attendance and student records
  •  Run Reports as needed or requested
• Maintain all files up-to-date.
• Assist in public relations activities.
• Deliver messages to parents and teachers and follow-up on referral request.
• Type and duplicate or e-mail notices as directed by the principal.
• Assist building staff in other clerical duties as may be assigned such as backup duties of Health Assistant.

Qualifications: 
• High School Diploma or equivalent.
• Bilingual/Spanish Fluency required.
• Proficient use of computer software applications, 
  including spreadsheet, database and word processing programs required
• Ability to key or type at least 45 words per minute.
• Knowledge of office machines.
• Filing and bookkeeping skills.
• Ability to establish good public, personnel and student relations

WORKING CONDITIONS:
Environment:     School office environment; constant interruptions
Physical Abilities:  Sitting for extended periods of time; dexterity of hands and fingers to operate a computer keyboard; reaching overhead, above shoulders and horizontally, bending at the waist and kneeling or crouching to retrieve files from cabinets and shelves; hearing and speaking to exchange information in person or by telephone; seeing to read various documents related to assigned activities; lifting light objects.

Other:
The employee shall follow all School Board Policies.




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Openings as of 4/19/2025

ELL/Bilingual Summer School Paraprofessionals

JobID: 3473

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
Title:  ELL/Bilingual Summer School Paraprofessionals 

Summer School Pay: Education Support Staff, all positions listed - Regular hourly rate as set for the 2024-2025 school year

Qualifications:   Paraprofessional Licensure
                                               
General Responsibilities:    Paraprofessionals provide assistance and support to classroom teacher with daily lesson plans and IEP goals with the assigned student when applicable.
 
KNOWLEDGE AND ABILITIES:
 
            Knowledge of:
• English usage, mathematics, and a basic understanding of the subjects in which this position is to provide assistance;
• Basic child guidance principles and practices;
• Safe practices in classroom and playground activities;
• Reading and writing communication skills;
• Interpersonal skills using tact, patience and courtesy;
• Record-keeping techniques. 
Ability to:
• Work harmoniously with others and to communicate effectively (both orally and in writing) with students and staff;
• Understand and follow oral and written instructions;
• Maintain confidentiality of students and their records;
• Supervise individual or groups of students in an instructional setting without constant teacher oversight; work in a team situation;
• Deliver instructional programs to students who have learning and physical disabilities and/or social behavior problems;
• Work effectively in an environment which can be both physically and emotionally fatiguing; perform physically demanding requirements of the job;
• Demonstrate standards of moral character and behavior to serve as an effective role model for students;
• Demonstrate a positive attitude in working with children with special needs;
• Possess and maintain a valid First Aid card;
• Understand basic provisions of Individuals with Disabilities Education Act (IDEA);
• Understand basic elements of an Individualized Education Plan (IEP)
• Occasionally work with students who may exhibit aggressive behavior, as required of specific job assignment;
• Occasionally work with students who require attention to basic feeding and personal hygiene needs, as required by specific job assignment;
• Occasionally support students with medical or health needs;
• In an ESL/Bilingual position, if specified by the administration, ability to be bilingual in Spanish, English or other languages (speak, read and write);
• Occasionally perform physical activities which may include:  moving and/or lifting of students with physical disabilities; moving, lifting, and/or physically restraining of students with emotional and/or behavioral disabilities;
• Perform physical activities which may include frequent standing, walking, bending, and/or lifting;
• Monitor and discipline students according to approved policies and procedures.
• Relate sensitively to a diverse student population.
 
WORKING CONDITIONS:
 
Environment:  School sites; indoor and outdoor settings.
 
Physical Abilities:  Standing for extended periods of time; bending at the waist to assist students; reaching overhead, above the shoulders and horizontally; hearing and speaking to exchange information; seeing to monitor student activities and behavior; dexterity of hands and fingers to demonstrate activities and prepare materials.




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Openings as of 4/19/2025

ELL/Bilingual Summer School Teachers, 3rd Grade - 5th Grade

JobID: 3474

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
         
POSITION:	ELL/Bilingual Summer School Teachers - Multiple Positions Grades:  3rd Grade - 5th Grade Summer School Pay: Teachers - $35 per hour
JOB DESCRIPTION:	The instructor will perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students. The instructor will develop and promote good relations among community and school clientele.
JOB QUALIFICATIONS:	1. Hold a valid Illinois teaching license with relevant endorsement(s). 2. Proficiency in using technology.
DUTIES AND RESPONSIBILITIES:	1. Strong knowledge of content area, teaching methods, learning styles and educational research related to learners with all types of special needs.    2. Demonstrate an understanding of the scope and sequence of special education curriculum.    3. Strong classroom management, communication, organization and planning skills.    4. Experience in implementing individualized education programs (IEPs).    5. Demonstrate knowledge in literacy and numeracy intervention programs.    6. Demonstrate problem-solving skills through collaborative work with students, teachers, parents and administrators.    7. Experience in managing cases including regular communication with parents and faculty.    8. Positively impact achievement and differentiate instruction based on the needs of the students by supporting programs designed to maintain and/or increase student achievement.





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Openings as of 4/19/2025

ELL/Bilingual Summer School Teachers, Kinder - 2nd Grade

JobID: 3475

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
         
POSITION:	ELL/Bilingual Summer School Teachers - Multiple Positions Grades:  Kinder - 2nd Grade Summer School Pay: Teachers - $35 per hour
JOB DESCRIPTION:	The instructor will perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students. The instructor will develop and promote good relations among community and school clientele.
JOB QUALIFICATIONS:	1. Hold a valid Illinois teaching license with relevant endorsement(s). 2. Proficiency in using technology.
DUTIES AND RESPONSIBILITIES:	1. Strong knowledge of content area, teaching methods, learning styles and educational research related to learners with all types of special needs.    2. Demonstrate an understanding of the scope and sequence of special education curriculum.    3. Strong classroom management, communication, organization and planning skills.    4. Experience in implementing individualized education programs (IEPs).    5. Demonstrate knowledge in literacy and numeracy intervention programs.    6. Demonstrate problem-solving skills through collaborative work with students, teachers, parents and administrators.    7. Experience in managing cases including regular communication with parents and faculty.    8. Positively impact achievement and differentiate instruction based on the needs of the students by supporting programs designed to maintain and/or increase student achievement.





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Openings as of 4/19/2025

ESY School Speech Language Pathologist

JobID: 3476

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide

ESY School Speech Language Pathologist 

Summer School Pay: Teachers - $35 per hour
 

BASIC FUNCTION:
 
Evaluate, diagnose, and implement Speech/Language services for wide range disability students of various ages.
 
 
 
REPRESENTATIVE DUTIES:
 
Determine and use professionally sound procedures for identification, diagnosis, referral, and reevaluation. 
 
Assure adherence to state and district eligibility criteria.
 
Serve as a member of the IEP Team completing IEP goals in the area of speech and language for students who qualify for services.
 
Conduct single disciplinary speech evaluations and re-evaluations in accordance with legal and district requirements.
 
Develop IEP's for eligible students with the parent/guardian, Local Education Authority (LEA), and when appropriate, the special education teacher.
 
Provide speech and/or language therapy to students as stipulated by their Individual Education Plan.
 
Utilize planning time to perform additional professional responsibilities including parent conferences, IEP team meetings, classroom observation of students, and consultations with classroom teachers and other professional support personnel.
 
Remain cognizant of and comply with district, state, and federal laws which govern delivery of special education services.
 
Serve as case manager for students whose primary related Special Education service is speech and language.
 
Maintain student progress notes in student records.
 
Re-evaluate students' individual speech and language needs on a regular basis.
 
Collaborate with school staff to coordinate services to students.
 
Develop, organize, and participate in in-service training programs; develop and maintain current resource information.
 
Participate on Student Support Committee and 504 meetings and implementations when appropriate.
 
Serve as a resource for staff on issues related to speech and language therapy.
 
Communicate and refer to outside agencies, hospitals, or clinics when appropriate.
 
Participate in district Child Find activities.
 
Perform related duties as assigned.
 
 
 
EDUCATION AND EXPERIENCE:
 
Any combination equivalent to:  Master's degree from an accredited college or university; successful experience in planning and providing occupational therapy services to children in medical or educational settings.
 
 
 
LICENSES AND OTHER REQUIREMENTS:  Master's degree with Illinois certification in Speech/Language Pathology; valid driver's license for use in the state of Illinois.
 
 
 
KNOWLEDGE AND ABILITIES:
 
Knowledge of:
 
•         State and federal laws, regulations and codes applicable to speech and language.
 
•         Fundamental principles and accepted trends in the field of speech and language therapy.
 
•         Demonstrated knowledge of legal requirements that apply to identification, placement, and delivery of services.
 
•         Physical, intellectual, social, and emotional growth patterns in students.
 
•         Testing practices, procedures, and methods.
 
•         IEP preparation and implementation methods and procedures.
 
•         Record keeping techniques.
 
•         Oral and written communication skills.
 
•         Interpersonal skills using tact, patience and courtesy.
 
•         Cultural differences in student population.
 
Ability to:
 
•         Establish and manage a school program for students with communication disabilities.
 
•         Use a variety of current methods, techniques and practices in speech and language therapy.
 
•         Compose and comprehend written communication.
 
•         Communicate effectively with students, parents and district personnel, both orally and in writing and through email.
 
•         Properly use and care for materials, supplies, and equipment employed in performing services as a speech and language therapist.
 
•         Analyze situations accurately and adopt an effective course of action.
 
•         Develop, write and implement comprehensive Individual Education Plans (IEP) for special education students.
 
•         Utilize various testing techniques, materials, equipment and instruments.
 
•         Work effectively with a diverse population of students.
 
•         Travel to other sites and locations.
 
 
 
 
 
WORKING CONDITIONS:
 
Environment:  School site environment (including classroom during observations); driving vehicle to conduct work.
 
Physical Abilities:  Hearing and speaking to exchange information and make presentations; able to carry needed materials.
 
Hazards:  Contact (at times) with disgruntled individuals.
 
 





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Openings as of 4/19/2025

ESY Social Worker

JobID: 3477

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
ESY Social Worker

BASIC FUNCTION:
           
Under the direction of the Principal and Assistant Superintendent of Special Services, perform a variety of social service case management functions involved in identifying, assessing, and counseling students and families with attendance problems; develop referral plans; provide intervention as needed; and participate in the development of programs aimed at improving student attendance, achievement, self-esteem, and behavior.
 
REPRESENTATIVE DUTIES:
Evaluates and assesses student progress against instructional objectives.
 
Must having working knowledge of state and federal laws related to Social Work (Section 504).
 
Coordinates individual and group meetings for students.
 
Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of each student to ensure success.
 
Facilitates PBIS meetings.
 
Manages behavioral Tier system (1, 2 and 3).
 
Designs individual and small group instruction.
 
Assists in District initiatives (ex. Bullying, Sexual Harassment, etc.)
 
Serves as liaison between community organization and the school to meet the needs of students.
 
Teaches social skills lessons within the regular education classroom.
 
Provides an orientation (expectations) for new students who enroll after the start of the school year.
 
Articulates Social Work curriculum between and among grade levels.
 
Maintains appropriate records and follows required procedures and practices.
Communicates and interacts with students, parents, staff and community.
 
Provides resources for families.
 
Communicates regularly and assist the classroom teachers in curriculum/instructional modification needs.
 
Administers formal and informal diagnostic assessment in the area of social/emotional learning.
 
Works cooperatively with the administration and staff to schedule meetings.
 
Knowledge of Social Work research, trends and best practices.
 
Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences.
 
Provides counseling for students and staff.
 
Prepares and maintains a variety of narrative and statistical reports, including social histories and classroom observations as required for IEP team meetings.
 
Identify problems contributing to student attendance issues and assist in problem resolution referral and follow-up.
 
Counsel individual students, parents, and families; provide follow-up case management services to students and families by maintaining regular telephone, email, or personal contact (home visits) with families concerning identified problems.
 
Conduct crisis counseling within the school setting.
 
Provide crisis intervention to parents and students in regard’s to suicide threats, drug abuse, pregnancy, truancy, medical problems, community violence, child abuse, death, and other issues and provide follow-up case management services.
 
Develop, organize, and implement programs to provide an opportunity for students to improve their attendance.
 
Develop, organize, and participate in in-service training programs; develop and maintain current resource information.
 
Supervise and evaluate any graduate candidates from school social work programs.
 
Participate on Student Support Committee and 504 meetings and implementations when appropriate.
 
Participate in the development, management, and implementation of intervention plans for students as well as manifestation determination for suspension.
 
Communicate and refer to outside agencies, hospitals, or clinics when appropriate.
 
Participate in district Child Find activities.
 
Perform related duties as assigned.
 
Educator Framework Responsibilities:
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.
Mental Demands:
•  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.
Working Conditions:
• 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.
EDUCATION AND EXPERIENCE:
• Possess a Master’s Degree in Social Work
• Understanding and experience with curriculum design, planning and instruction
• Strong communication skills (written and oral)
 
LICENSES AND OTHER REQUIREMENTS:  Valid driver’s license and Illinois Professional Educator License (PEL).
 
KNOWLEDGE AND ABILITIES: 
            Knowledge of:
• Principles of social work and case management.
• Individual and group behavior and effect of social and economical forces on individuals.
• Current social and economic issues.
• Physical, intellectual, social and emotional growth patterns of students.
• Principles and techniques of interviewing and recording social case work.
• Community resources.
• Research methods and report writing techniques.
• Oral and written communication skills.
• Interviewing methods and techniques.
• Applicable sections of the State Education Code.
• Principles of individual and group counseling.
• Cultural differences in student population.
Ability to:
• Research pupils’ educational and social background and identify current behaviors.
• Counsel students, parents, and families individually or in groups to enable students to identify and attain good academic achievement, behavior, and attendance.
• Coordinate and enhance communications between school, parents, community agencies, and students.
• Interview pupils, parents, school staff and community members and interpret data received.
• Make referrals to appropriate persons and agencies as indicated by the case plan.
• Work confidently with discretion.
• Organize, prepare, and make oral presentations.
• Drive personal vehicle to perform duties as specified under established guidelines.
• Speak and write effectively.
• Establish and maintain effective relationships with staff, students, parents, and the public.





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Openings as of 4/19/2025

ESY Teacher- 3rd Grade to 5th Grade

JobID: 3478

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
         
POSITION:	ESY Teacher- 3rd Grade to 5th Grade (Multiple Positions Available) Summer School Pay: Teachers - $35 per hour
JOB DESCRIPTION:	The instructor will perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students. The instructor will develop and promote good relations among community and school clientele.
JOB QUALIFICATIONS:	1. Hold a valid Illinois teaching license with relevant endorsement(s). 2. Proficiency in using technology.
DUTIES AND RESPONSIBILITIES:	1. Strong knowledge of content area, teaching methods, learning styles and educational research related to learners with all types of special needs.    2. Demonstrate an understanding of the scope and sequence of special education curriculum.    3. Strong classroom management, communication, organization and planning skills.    4. Experience in implementing individualized education programs (IEPs).    5. Demonstrate knowledge in literacy and numeracy intervention programs.    6. Demonstrate problem-solving skills through collaborative work with students, teachers, parents and administrators.    7. Experience in managing cases including regular communication with parents and faculty.    8. Positively impact achievement and differentiate instruction based on the needs of the students by supporting programs designed to maintain and/or increase student achievement.





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Openings as of 4/19/2025

ESY Teacher- 6th Grade to 8th Grade

JobID: 3479

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
         
POSITION:	ESY Teacher- 6th Grade to 8th Grade (Multiple Positions Available)
JOB DESCRIPTION:	The instructor will perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students. The instructor will develop and promote good relations among community and school clientele.
JOB QUALIFICATIONS:	1. Hold a valid Illinois teaching license with relevant endorsement(s). 2. Proficiency in using technology.
DUTIES AND RESPONSIBILITIES:	1. Strong knowledge of content area, teaching methods, learning styles and educational research related to learners with all types of special needs.    2. Demonstrate an understanding of the scope and sequence of special education curriculum.    3. Strong classroom management, communication, organization and planning skills.    4. Experience in implementing individualized education programs (IEPs).    5. Demonstrate knowledge in literacy and numeracy intervention programs.    6. Demonstrate problem-solving skills through collaborative work with students, teachers, parents and administrators.    7. Experience in managing cases including regular communication with parents and faculty.    8. Positively impact achievement and differentiate instruction based on the needs of the students by supporting programs designed to maintain and/or increase student achievement.





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Openings as of 4/19/2025

ESY Teacher- Kinder to 2nd Grade

JobID: 3480

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
         
POSITION:	ESY Teacher- Kinder to 2nd Grade (Multiple Positions Available) Summer School Pay: Teachers - $35 per hour
JOB DESCRIPTION:	The instructor will perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students. The instructor will develop and promote good relations among community and school clientele.
JOB QUALIFICATIONS:	1. Hold a valid Illinois teaching license with relevant endorsement(s). 2. Proficiency in using technology.
DUTIES AND RESPONSIBILITIES:	1. Strong knowledge of content area, teaching methods, learning styles and educational research related to learners with all types of special needs.    2. Demonstrate an understanding of the scope and sequence of special education curriculum.    3. Strong classroom management, communication, organization and planning skills.    4. Experience in implementing individualized education programs (IEPs).    5. Demonstrate knowledge in literacy and numeracy intervention programs.    6. Demonstrate problem-solving skills through collaborative work with students, teachers, parents and administrators.    7. Experience in managing cases including regular communication with parents and faculty.    8. Positively impact achievement and differentiate instruction based on the needs of the students by supporting programs designed to maintain and/or increase student achievement.





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Openings as of 4/19/2025

Paraprofessional for ESY - Special Education

JobID: 3481

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
Paraprofessional for ESY - Special Education (Multiple Positions Available)

Summer School Pay: Education Support Staff, all positions listed - Regular hourly rate as set for the 2024-2025 school year

QUALIFICATIONS:  Must hold an Illinois Educator License With Stipulations (ELS) with paraprofessional endorsement.  At least one year of relevant experience.
 
JOB GOAL:  Work directly with students under the supervision of a licensed teacher, either in a regular or special education classroom, or both.
 
PERFORMANCE RESPONSIBILITIES:
1. Assist children with school work and classroom learning.
2. Assist the teacher with classroom management, clerical tasks, and other duties related to instruction.
3. Assist students with computer technology, assistive technology, and media.
4. Assist with classroom organization and appearance.
5. Assist with documentation of student learning and behavior management.
6. Instruct students in one-on-one or small group settings.
7. Assist and supervise students in other activities as directed by the licensed teacher.
8. Maintain confidentiality at all times; maintain good attendance and flexibility while working cooperatively with supervisors and other employees.
9. Assist with the inclusion of special education students into the regular classroom setting.
10. Assist with the health, safety and welfare of students and the learning environment.
11. Perform all other reasonable duties assigned by the supervisor.
 
Physical Requirements:
Work is typically performed in a school setting including classrooms, cafeteria, and recreational areas. Daily liaison activity throughout the school building and grounds is necessary. Daily contact is made with students, teachers, parents and school administrators. Must have the use of sensory skills in order to effectively communicate, talk and hear and interact with other employees and the public through the use of the telephone and personal contact.  Work typically requires standing, walking, bending, stooping, kneeling, climbing, balancing, with extended periods of sitting at computer terminals; employee may be required to drive and may be required to lift of up to 20 pounds unassisted; may be required to use hands to lift, support, handle or feel objects, tools, equipment and/or controls; reach with hands and arms. Specific vision abilities required by this job include close vision, distance vision, depth perception and the ability to adjust focus. Consistent and regular attendance is an essential duty of this position.   The physical demands described here represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  While performing the duties of this job, the employee is frequently required to sit, move about, hear and speak, and be visually observant of classroom behavior and learning activities. The employee must regularly lift and carry items weighting up to 50 pounds or more and occasionally lift, restrain, or move up to 100 pounds – most typically when required to intervene in student safety issues. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus. The noise level in the work environment is usually moderate, or consistent with the subject being taught, but can be abnormally loud on occasion. While performing the duties of this job, the employee may occasionally work in outside weather conditions and be exposed to wet and/or humid conditions, temperature fluctuations, fumes or airborne particles, toxic or caustic chemicals commonly used in instruction and/or cleaning. It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties. The employee may be exposed to infectious disease as carried by students.
 
 
Work Environment:
The employee regularly works in an office environment or classroom setting. The noise level is quiet to loud. Employee may be required to have some limited physical contact with students and other staff.




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Openings as of 4/19/2025

Summer School and ESY Principal - June/July 2025

JobID: 3482

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide

POSITION TITLE:        SUMMER SCHOOL PRINCIPAL
REPORTS TO:          Director of Teaching and Learning 

Summer School Principal Salary: $3,000

POSITION OBJECTIVE:
To facilitate development, implementation and evolution of curricular, instructional and personnel functions of summer school, in order to continually improve student performance.

MINIMUM QUALIFICATIONS:
• Administrative License (Illinois)
• Minimum of 3 years secondary administrative and supervisory experience.
• Master’s degree
• Minimum of 3 years secondary teaching experience.
• Word processing, Excel, PPT, and Visio proficiency including statistical and layout typing.
• Ability to input or retrieve data, effectively and efficiently, in a user friendly manner.
• Adaptable, flexible, and willingness to learn new technologies.
• Ability to lead all phases of instructional programs.
• Ability to communicate and interact effectively with a variety of audiences.
• Ability to effectively present information and respond to questions.
 
PERFORMANCE RESPONSIBILITIES:
 
Directs and Leads On-Going Summer School Improvement
Essential Duties:
• Develops and evaluates summer school programs
• Establishes and maintains an effective learning climate
• Confers with staff, students and community members on summer school problems and needs
• Works with district office on long-range summer school planning
• Acts as Liaison to the Community
• Interprets summer school program to community members
• Maintains relations with parents, parent groups, school volunteers and outside agencies
• Serves as information liaison between the summer school building and the community at large
• Represents the summer school system at professional meetings and conferences
• Speaks at public meetings on issues of general or specific pertinence to the summer school's programs
• Supervises Staff
Working Conditions:
• 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.

 




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Openings as of 4/19/2025

Summer School Paraprofessionals

JobID: 3483

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
Title:  Substitute Paraprofessional 
Reports To:  Human Resources and Building Principal
 
Qualifications:           Must meet Frequirements of at least 60 semester college credits, or an AA degree or higher degree, or passing score on the state paraprofessional exam.
                                               
General Responsibilities:     Under the direct supervision of a certified teacher or administrator, performs a variety of tasks:  assisting the teacher in the development of an instructional program by working with students individually or in small/large groups, preparing instructional materials, assisting in implementation of classroom discipline, independently administering up to 6 extended intervention periods, and conducting planned activities using teacher-designated methods and materials.  Some positions may require aptitude and skill in working with the particular disabilities or learning needs of students.  Some positions may require aptitude and skill in the use of technology and specialized software programs.  Some positions may require a combination of intervention periods along with other specialized duties.
 
Essential Duties and Responsibilities:
 
1.   Assist teachers in the planning and implementation of learning experience of students enrolled in programs; confer with teacher to provide feedback on student performance, progress and testing activities;
 
2.   Assist the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of individual students, their needs, interests, and abilities;
 
3.   Assist in monitoring classroom management in accordance with the district’s discipline procedures, which may include the physical restraint, physical movement, lifting and carrying of students;
 
4.   Supervise students in and outside of the classroom with an understanding of and provision for a safe environment;
 
5.   Perform various clerical functions in student record keeping, monitor assignments, IEP development, maintain accurate files and other related functions;
 
6.   Assist with the supervision of students during emergency drills, assemblies and play periods;
 
7.   Assist with large group activities such as drill work, reading aloud and story telling;
 
8.   Read to students, listen to students read, and participate in other forms of oral communication with students;
 
9.   Check notebooks, corrects papers, and supervises testing and make-up work as assigned by the teacher;
 
10. Alert the teacher or administrator to any problem or special information about an individual student;
 
11. Serve as a source of information and support to any substitute teacher assigned in the absence of the regular teacher;
 
12. Assist with record keeping to monitor students’ daily and monthly data on instructional and behavioral progress;
 
13. Assist classroom teacher in diagnostic testing and reporting;
 
14. Provide remedial instruction as requested;
 
15. Perform clerical duties such as data entry, copying, filing and record keeping.
 
16. Provide supervision of students in buildings or other school areas and school-related activities (i.e., hall duty, at assemblies, in lunch and playground areas, or with school buses as required);
 
17. Assist the classroom teacher in maintaining class and student records;
 
18. Maintain a high level of ethical behavior and confidentiality of information about students and staff;
 
19. Other duties as assigned.
 
KNOWLEDGE AND ABILITIES:
 
            Knowledge of:
• English usage, mathematics, and a basic understanding of the subjects in which this position is to provide assistance;
• Basic child guidance principles and practices;
• Safe practices in classroom and playground activities;
• Reading and writing communication skills;
• Interpersonal skills using tact, patience and courtesy;
• Record-keeping techniques.
 
 
Ability to:
• Work harmoniously with others and to communicate effectively (both orally and in writing) with students and staff;
• Understand and follow oral and written instructions;
• Maintain confidentiality of students and their records;
• Supervise individual or groups of students in an instructional setting without constant teacher oversight; work in a team situation;
• Deliver instructional programs to students who have learning and physical disabilities and/or social behavior problems;
• Work effectively in an environment which can be both physically and emotionally fatiguing; perform physically demanding requirements of the job;
• Demonstrate standards of moral character and behavior to serve as an effective role model for students;
• Demonstrate a positive attitude in working with children with special needs;
• Possess and maintain a valid First Aid card;
• Understand basic provisions of Individuals with Disabilities Education Act (IDEA);
• Understand basic elements of an Individualized Education Plan (IEP)
• Occasionally work with students who may exhibit aggressive behavior, as required of specific job assignment;
• Occasionally work with students who require attention to basic feeding and personal hygiene needs, as required by specific job assignment;
• Occasionally support students with medical or health needs;
• In an ESL/Bilingual position, if specified by the administration, ability to be bilingual in Spanish, English or other languages (speak, read and write);
• Occasionally perform physical activities which may include:  moving and/or lifting of students with physical disabilities; moving, lifting, and/or physically restraining of students with emotional and/or behavioral disabilities;
• Perform physical activities which may include frequent standing, walking, bending, and/or lifting;
• Monitor and discipline students according to approved policies and procedures.
• Relate sensitively to a diverse student population.
 
WORKING CONDITIONS:
 
Environment:  School sites; indoor and outdoor settings.
 
Physical Abilities:  Standing for extended periods of time; bending at the waist to assist students; reaching overhead, above the shoulders and horizontally; hearing and speaking to exchange information; seeing to monitor student activities and behavior; dexterity of hands and fingers to demonstrate activities and prepare materials.




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Openings as of 4/19/2025

PreK Teacher - Summer School 2025

JobID: 3484

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
         
POSITION:	Summer School Teachers - PreK Summer School Pay: Teachers - $35 per hour
JOB DESCRIPTION:	The instructor will perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students. The instructor will develop and promote good relations among community and school clientele.
JOB QUALIFICATIONS:	1. Hold a valid Illinois teaching license with relevant endorsement(s). 2. Proficiency in using technology.
DUTIES AND RESPONSIBILITIES:	1. Strong knowledge of content area, teaching methods, learning styles and educational research related to learners with all types of special needs.    2. Demonstrate an understanding of the scope and sequence of special education curriculum.    3. Strong classroom management, communication, organization and planning skills.    4. Experience in implementing individualized education programs (IEPs).    5. Demonstrate knowledge in literacy and numeracy intervention programs.    6. Demonstrate problem-solving skills through collaborative work with students, teachers, parents and administrators.    7. Experience in managing cases including regular communication with parents and faculty.    8. Positively impact achievement and differentiate instruction based on the needs of the students by supporting programs designed to maintain and/or increase student achievement.





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Openings as of 4/19/2025

Summer School Teachers, 3rd Grade - 5th Grade (Multiple Positions Available) 2025

JobID: 3485

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
         
POSITION:	Summer School Teachers - Multiple Positions Grades:  3rd Grade - 5th Grade
JOB DESCRIPTION:	The instructor will perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students. The instructor will develop and promote good relations among community and school clientele.
JOB QUALIFICATIONS:	1. Hold a valid Illinois teaching license with relevant endorsement(s). 2. Proficiency in using technology.
DUTIES AND RESPONSIBILITIES:	1. Strong knowledge of content area, teaching methods, learning styles and educational research related to learners with all types of special needs.    2. Demonstrate an understanding of the scope and sequence of special education curriculum.    3. Strong classroom management, communication, organization and planning skills.    4. Experience in implementing individualized education programs (IEPs).    5. Demonstrate knowledge in literacy and numeracy intervention programs.    6. Demonstrate problem-solving skills through collaborative work with students, teachers, parents and administrators.    7. Experience in managing cases including regular communication with parents and faculty.    8. Positively impact achievement and differentiate instruction based on the needs of the students by supporting programs designed to maintain and/or increase student achievement.





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Openings as of 4/19/2025

Summer School Teachers, 6th Grade - 8th Grade (Multiple Available) 2025

JobID: 3487

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
         
POSITION:	Summer School Teachers - Multiple Positions Grades:  6th Grade - 8th Grade Summer School Pay: Teachers - $35 per hour
JOB DESCRIPTION:	The instructor will perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students. The instructor will develop and promote good relations among community and school clientele.
JOB QUALIFICATIONS:	1. Hold a valid Illinois teaching license with relevant endorsement(s). 2. Proficiency in using technology.
DUTIES AND RESPONSIBILITIES:	1. Strong knowledge of content area, teaching methods, learning styles and educational research related to learners with all types of special needs.    2. Demonstrate an understanding of the scope and sequence of special education curriculum.    3. Strong classroom management, communication, organization and planning skills.    4. Experience in implementing individualized education programs (IEPs).    5. Demonstrate knowledge in literacy and numeracy intervention programs.    6. Demonstrate problem-solving skills through collaborative work with students, teachers, parents and administrators.    7. Experience in managing cases including regular communication with parents and faculty.    8. Positively impact achievement and differentiate instruction based on the needs of the students by supporting programs designed to maintain and/or increase student achievement.





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Openings as of 4/19/2025

Summer School Teachers, Kinder - 2nd Grade (Multiple Positions Available) 2025

JobID: 3488

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
         
POSITION:	Summer School Teachers - Multiple Positions Grades Kinder - 2nd Grade Summer School Pay: Teachers - $35 per hour
JOB DESCRIPTION:	The instructor will perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students. The instructor will develop and promote good relations among community and school clientele.
JOB QUALIFICATIONS:	1. Hold a valid Illinois teaching license with relevant endorsement(s). 2. Proficiency in using technology.
DUTIES AND RESPONSIBILITIES:	1. Strong knowledge of content area, teaching methods, learning styles and educational research related to learners with all types of special needs.    2. Demonstrate an understanding of the scope and sequence of special education curriculum.    3. Strong classroom management, communication, organization and planning skills.    4. Experience in implementing individualized education programs (IEPs).    5. Demonstrate knowledge in literacy and numeracy intervention programs.    6. Demonstrate problem-solving skills through collaborative work with students, teachers, parents and administrators.    7. Experience in managing cases including regular communication with parents and faculty.    8. Positively impact achievement and differentiate instruction based on the needs of the students by supporting programs designed to maintain and/or increase student achievement.





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Openings as of 4/19/2025

Supervisory Aides - Summer School and ESY 2025

JobID: 3489

Position Type:
  ESY and Summer School


Date Posted:
  2/7/2025


Location:
  West Elementary School


Date Available:
  06/09/2025


  Additional Information:  Show/Hide
Position/Title - Supervisory Aide
Responsible to - Building Principal or Designee
Terms of Employment:  Summer School, 6/12-7/20
Varied Shifts; 7:45 am - 12:15pm 
 
Qualifications:
                               
• Minimum; High School Diploma 
• Experience working with students preferred
• Responsible and dependable
• Solid interpersonal skills
• Requires strong relationship-building skills
• Successful completion of criminal background check
• Evidence of physical fitness and freedom from communicable disease
• CPI certified preferred but not required
 
 Ability to:
                                           
• Communicate effectively orally and in writing to a diverse group
• Work independently
• Ability to respond quickly
• Ability to stand for most of the day
 
General Responsibilities:  
The responsibility of the Supervisory Aide is to help maintain effective operation of the school by implementing Restorative Practice and PBIS methods to encourage the appropriate engagement of students in all aspects of the school experience.  The Supervisory Aide must be able to communicate effectively with students, parents and staff, and be able to maintain positive school culture within the school setting.  He/she shall make sure that environment is secure and safe.

Essential Duties:

The essential duties of a Supervisory Aide are to work directly with students to solve conflicts, discipline and behavior situations with a student-centered, restorative approach, including modeling.  Additionally, the Supervisory Aide will watch for and report irregularities and safety issues such as fire hazards, security doors left unlocked and any unusual activity; regulate pedestrian traffic at the school's entrance and in halls to maintain an orderly flow; monitor the halls and surrounding school premises for truancy; check for students' hall passes and tardy slips; direct authorized visitors to their proper destination on campus and monitor and report unauthorized visitors to the building office; record data for the supervisory staff, such as student conflicts or unusual occurrences; report tardiness, truancies and other related incidents to the appropriate school administrator; and perform any other job-related duties as may be assigned by the school principal or designee.

Principle Duties:
 
1. Supervises students before and after school, in cafeteria, in hallways, and other designated school areas as assigned.
2. Establishes a positive collaborative working relationship with school administrators, staff, and students.
3. Carries out activities within the school aimed at improving school climate and addressing barriers to learning.
4. Consults with the school’s support personnel such as the social workers, psychologists, behavior specialists etc. to assess the needs of students and to ensure that students who are at-risk and/or experiencing issues are receiving appropriate school-based services.
5. Ensures inclusive opportunities for students to be engaged in the school climate improvement process.
6. Works with other building staff engaged in school climate strategies to document successes and challenges as well as to identify best practices.
7. Provides feedback to leadership team regarding the progress of culture and climate goals set forth by the building leadership team.
8. Reports any discipline infractions, unauthorized visitors, safety violations and concerns, and acts of vandalism to the Principal.
9. Monitors students’ behavior in the hallways and promotes positive student responsibility for behavior and attitude by serving as a role model.
10. Responds to emergency situations when needed and assists students during emergency evacuations.
11. Maintains accurate and complete records and reports as required by law, regulation or building/department or requested by the Principal or designee.
12. Maintains confidentiality of records and information gained as part of exercising duties in accordance with the law and Board policies.
13. Performs other student supervisory duties as assigned by the principal or designee.
14. Other duties as needed.
 
Working Conditions:

Environment:  School site environment
This job description in no manner states or implies that these are the only duties and responsibilities to be performed by the position incumbent.  The incumbent will be required to follow the instructions and perform the duties required by the incumbent’s supervisor, appointing authority or designee.

Physical Demands:

The physical demands described below are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 
• The employee is regularly required to stand and walk. 
• Mobility to escort children throughout school setting
• Ability to work out of doors in all weather conditions
• Clarity of vision at varying distances to be able to monitor students.
• Verbal, auditory, and written capabilities to effectively communicate in an articulate manner
• Sitting or standing for extended periods of time.
• Occasional bending, kneeling or crouching.
• The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 40 pounds. 





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Openings as of 4/19/2025

Health Teacher, Middle School Split (2025-2026 School Year)

JobID: 3375

Position Type:
  Middle School Teaching


Date Posted:
  4/14/2025


Location:
  All Middle Schools


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Salary Range can be found in our Collective Bargaining Agreement - LINK 

Reports To:          Building Principal/Building Administration
Building:  This position is split between Shiloh Park Middle School and Zion Central Middle School by semesters
Minimum Qualifications:        Valid Certification with Health and PE Endorsements
Purpose Statement:  The job of Middle School Health Teacher is done for the purpose/s of facilitating student success in academic and interpersonal skills through implementing state and district approved curriculum; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of students', providing a safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, expectations, goals, etc.  Ensuring acknowledgement and adherence to codes of professional conduct and ethics.
 
ESSENTIAL FUNCTIONS:
 
1. Advises parents and/or legal guardians of student progress for the purpose of supporting teacher's expectations, developing methods for improvement and/or reinforcing classroom goals in the home environment.
2. Assesses student needs, progress, expectations, goals, etc. for the purpose of providing feedback to students, parents and administration.  Use diagnostic techniques to assess students scholastic and social strengths and needs.
3. Collaborates with school personnel, parents and various community agencies for the purpose of improving student learning and achievement, developing solutions, and planning curriculum.
4. Daily attendance and punctuality are required for the purpose of ensuring the goals for the work unit can be met.
5. Demonstrates methods required to perform assignments for the purpose of providing an effective school program and addressing the needs of individual students.
6. Facilitates student learning for the purpose of achieving success in academic, interpersonal and daily living skills through a defined course of study.
7. Maintain documentation of behaviors and strategies attempted (e.g. challenging students that exhibit inappropriate behaviors and/or behaviors of concerns) for the purpose of improving areas of concern.
8. Counsel students to help them develop strategies for solving personal problems.
9. Utilize a variety of teaching methods and learning modes in instructing students, for both individual and small group instruction.
10. Monitors student activities (e.g. classroom, lunch, grounds, etc.) for the purpose of providing for the safety and welfare of students.  Supervise students in out-of-classroom during the assigned work day.
11. Performs physical tasks (e.g. moderate lifting, moving about quickly and getting down on the floor) for the purpose of implementing student activities.
 
OTHER FUNCTIONS:
1. Assists other teachers for the purpose of implementing curriculum.
2. Directs student workers, volunteers, etc., for the purpose of maximizing their efficiency and meeting work requirements.
3. Participates in a variety of meetings, trainings and staff development for the purpose of maintaining and improving professional competency.
4. Perform other duties as assigned.
 
JOB REQUIREMENTS:  Minimum Qualifications
Skills, Knowledge and Abilities
 
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions.  Specific skill-based competencies required to satisfactorily perform the functions of the job include:  applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.
 
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions.  Specific knowledge-based competencies required to satisfactorily perform the functions of the job include:  appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies.
 
ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment.  Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods.  Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment.  Problem solving is required to analyze issues and create action plans.  Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate.  Specific ability-based competencies required to satisfactorily perform the functions of the job include:  establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience.





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Openings as of 4/19/2025

Middle School Technology Teacher (2025-2026 School Year)

JobID: 3503

Position Type:
  Middle School Teaching


Date Posted:
  4/14/2025


Location:
  Zion Central Middle School


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Position/Title: Middle School Technology Teacher
Responsible To: Building Principal/Building Administration/T&L Department
Minimum Qualifications: Valid Illinois Certification with Technology Specialist Endorsement and/or Approval
Location: Position: Zion Central Middle School
             
 
JOB GOAL: To provide an integrated technology program within a classroom environment favorable to learning and personal growth; to establish effective rapport with students’ teachers; to motivate students to develop skills, attitudes and knowledge needed to successfully transition to the High School upon promotion from 8th grade; to maintain good relationship with parents and the community as a whole. To perform this job successfully an individual must be able to execute each requirement satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability needed for the position.
 
 
 
ESSENTIAL FUNCTIONS:
 
1. Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.
 
2. Administers developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
 
3. Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student’s achievements; developing methods for improvement and/or reinforcing classroom goals.
 
4. Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.
 
5. Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
 
6. Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program addressing individual student requirements.
 
7. Directs student teachers, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
 
8. Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study.
 
9. Maintains the classroom and lab areas for the purpose of meeting state, local and industry standards as required.
 
10. Manages student behavior for the purpose of providing a safe and optimal learning environment.
 
11. Models conversation, manners, clean-up activities, listening skills, etc. for the purpose of demonstrating appropriate industry, social and interpersonal behavior.
 
12. Monitors students in a variety of educational environments (e.g. classroom, field trips, conferences, etc.) for the purpose of providing a safe and positive learning environment.
 
13. Organizes age-appropriate activities for the purpose of ensuring student participation in learning activities.
 
14. Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
 
15. Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements
 
16. Provide whole class and small group instruction for the purpose of presenting the grade and/or content appropriate curriculum, in alignment with the Illinois Performance Standards.
 
17. Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to School Code and school policies.
 
18. Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
 
19. Responds to questions from a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction.
 
 
 
OTHER FUNCTIONS:
 
1. Daily attendance and punctuality are required for the purpose of ensuring the goals of the work unit can be met.
 
2. Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
 
 
 
JOB REQUIREMENTS: Minimum Qualifications
 
Skills, Knowledge and Abilities
 
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.
 
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies.
 
ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and ability to provide instruction and supervision to groups of 12-45 students.
 
Responsibility
 
Responsibilities include: working under limited supervision using standardized practices and/or methods; providing information and/or advising others; and operating within a defined budget. Utilization of some resources from other work units may be required to perform the job’s functions. There is some opportunity to significantly impact the Organization’s services.
 
Working Environment
 
The usual and customary methods of performing the job’s functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling; some climbing and balancing; some stopping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking and 40% standing. This job is performed in a generally clean and healthy environment.





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Openings as of 4/19/2025

8th Grade - Language Arts Teacher (2025-2026 School Year)

JobID: 3502

Position Type:
  Middle School Teaching/Language Arts Teacher


Date Posted:
  4/14/2025


Location:
  Zion Central Middle School


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Minimum Qualifications: 
•Possess a Bachelor’s Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).
•Understanding and experience with curriculum design, planning and instruction.
•Strong communication skills (written and oral).

Job Summary:
Under the direction of the Building Principal, 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 
 
Other Duties:
• 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.

Teaching Framework Responsibilities:
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.

 Mental Demands:
•  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.
 
Working Conditions:
• 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.





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Openings as of 4/19/2025

Honors Language Arts and Math Teacher Middle School Split (2025-2026 School Year)

JobID: 3376

Position Type:
  Middle School Teaching/Language Arts Teacher


Date Posted:
  4/14/2025


Location:
  All Middle Schools


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Salary Range can be found in our Collective Bargaining Agreement - LINK 

Location:  This position is split between Shiloh Park and Zion Central Middle School, travel between buildings

Minimum Qualifications: 
•Possess a Bachelor’s Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).
•Understanding and experience with curriculum design, planning and instruction.
•Strong communication skills (written and oral).

Job Summary:
1. Under the direction of the Building Principal, educator will plan and provide for appropriate learning experiences for students.
2. This position may be split between both middle schools (Shiloh Park and Zion Central Middle School)
 
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 
 
Other Duties:
• 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.

Teaching Framework Responsibilities:
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.

 Mental Demands:
•  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.
 
Working Conditions:
• 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.





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Openings as of 4/19/2025

Middle School Math Interventionist (2025-2026 School Year)

JobID: 3498

Position Type:
  Middle School Teaching/MTSS Middle School Teacher


Date Posted:
  4/14/2025


Location:
  All Middle Schools


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Job Title: Middle School Math Interventionist (Grades 6-8)
Department: Building Based and Teaching and Learning Department
Reports To and Evaluation by: Teaching and Learning Department
Terms: 180 school days
 
Primary Function


The Middle School Math Interventionist will provide targeted instructional support to Tier 2 and Tier 3 students in grades 6-8. The focus will be on addressing skill gaps and improving mathematical understanding through differentiated instruction and personalized interventions. The Interventionist will collaborate with classroom teachers, special education staff, and administrators to implement multi-tiered support systems (MTSS) and enhance student achievement in mathematics.

Minimum Qualifications
 
Education: Illinois Professional Educator License
Experience: A minimum of 4 years of successful classroom teaching experience in mathematics, with evidence of excellent performance and student achievement in recent evaluations
 
Preferred Qualifications:
• Endorsement(s) in Mathematics, Elementary Education, Instructional Coaching, Curriculum and Instruction, or Teacher Leader Program
• Experience with data-driven instruction
• Knowledge of Illinois State Learning Standards for Mathematics and Common Core standards
• Familiarity with tools such as NWEA for student data analysis
• Strong communication skills, both verbal and written
 
Duties and Responsibilities
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skills, and/or abilities required:
• Provide targeted push-in and pull-out math instruction to Tier 2 and Tier 3 students in grades 6-8, focusing on closing skill gaps and improving mathematical understanding.
• Serve as a liaison for the MTSS program, supporting the integration of district math initiatives and the school’s intervention efforts.
• Collaborate with school and district administrators to implement multi-tiered support systems, using data from formative and summative assessments to guide instructional decisions.
• Lead regular meetings of the school’s MTSS instructional team, offering leadership, coaching, and support for teachers implementing intervention and instructional strategies.
• Develop and implement math intervention strategies that align with district standards and meet individual student needs.
• Guide teachers in progress monitoring, data collection, and analyzing student achievement in math.
• Utilize data to inform instructional planning, monitor student progress, and adjust interventions at the core, supplemental, and intensive levels.
• Collaborate with classroom teachers and special education staff to improve math achievement across all student groups.
• Create and maintain a positive, inclusive, and supportive learning environment for all students.
• Regularly monitor student progress and communicate with parents and school leadership regarding students' academic growth.
Salary:
Salary Information as per the Zion’s Education Association, Collective bargaining agreement – LINK
 




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Openings as of 4/19/2025

Middle School Science Teacher, Multiple Positions Available (2025-2026 School Year)

JobID: 3468

Position Type:
  Middle School Teaching/Science Teacher


Date Posted:
  4/14/2025


Location:
  All Middle Schools


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Salary Range can be found in our Collective Bargaining Agreement - LINK 

Minimum Qualifications: 
•Possess a Bachelor’s Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).
•Understanding and experience with curriculum design, planning and instruction.
•Strong communication skills (written and oral).

Job Summary:
Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Subject/Grade Level Teacher 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

Other Duties:
 
• 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.
Teaching Framework Responsibilities:
Adapted from the Framework for Teaching. Charlotte Danielson.
• The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
• The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
• The teacher 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 teacher 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 teacher 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 teacher'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 teacher intends to use assessment results to plan for future instruction for students.
• The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
• The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
• The teacher's management of instructional groups and/or the handling of materials and supplies are consistent.  The teacher ensures that students follow established classroom routines.
• The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
• The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
• The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
• The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
• The teacher 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 teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
• The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
• The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
• The teacher 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 teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
• The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
• The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
• The teacher supervises students or assists with supervision in both teaching and not teaching situations.
• Other duties as assigned.
Mental Demands:
•  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.
 Working Conditions:
• 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.





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Openings as of 4/19/2025

Occupational Therapist, , Multiple Positions Available (2025-2026 School Year)

JobID: 3035

Position Type:
  Student Support Services


Date Posted:
  4/14/2025


Location:
  All Elementary Buildings


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Salary Range can be found in our Collective Bargaining Agreement - LINK 

Grade Level:  Pre-K -- 8                             FLSA Status:  Exempt
 
Purpose Statement
The Occupational Therapist will provide occupational therapy services to identified students three to sixteen years old so that daily living activities/gross and fine motor development can be enhanced.

Experience:        Job related experience is desired
Education:          Bachelor’s or Master’s degree in Occupational Therapy from an American Occupational Therapy Association (AOTA) or the Accreditation Council for Occupational Therapy Education (AOTE) certified school
 
Certificates and Licenses
Current and Valid License

Continuing Educ./Training:                             
Maintains Certificates and/or Licenses               
Continuing Education Requirements                   


Essential Functions:
1. Instructional Planning
 
• Plans and prepares for classes and students assigned.
• Provides written IEP’s on each student
 
2. Competency in Subject Matter
 
• Teaches occupational therapy skills to assigned students utilizing approved curriculums and approved courses of study.
• Strives to improve expertise in area of specialization.
 
3. Instructional Methods and Practices
 
• Participates in conferences including placement, IEP and annual reviews.
• Develops and maintains a classroom environment conducive to effective learning, utilizes effective methods and employs a variety of techniques appropriate to the maturity, interests and needs of the student.
• Provides appropriate diagnostic testing, identifies student capabilities and monitors student progress on a regular basis.
• Maintains accurate and complete records as required by law and the District’s guidelines.
• Communicates with parents on an individual or small group basis
• Consults with appropriate professional staff regarding student educational and occupational therapy program.
• Participates in early childhood and other screenings as needed.
• Participates in and observes classroom activities of students on caseload.
• Provides direction and guidance to teacher’s aide (highly qualified assistant) or occupational therapy assistants (when assigned).  
 
4. Classroom Management
 
• Establishes and maintains orderly classroom behavior on an individual and group basis.
• Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities.
 
5. Relationships with Students, Parents and Staff
 
• Works to establish and maintain open, positive lines of communication with students and their parents concerning occupational therapy.
• Establishes and maintains cooperative relations with other members of the staff.
• Assists the administration in upholding and enforcing school rules and policies.
 
6. Professional Responsibilities
 
• Meets accepted standards of professional behavior.
• Observes and follows all District #6 policies and procedures.
• Exhibits professionalism and commitment through punctuality and attendance.
• Performs other duties as assigned by the District #6 administration.

Evaluation:
Adapted from the Framework for Teaching. Charlotte Danielson.  Formal and informal classroom observations and conferences shall occur as needed or desired by the professional staff member, Assistant Superintendent of Special Services, Principals and Coordinators and shall be an ongoing process.
 

Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions.  Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating a variety of technology including using pertinent software applications; preparing and maintaining accurate records; analyzing data; applying curriculum and instructional techniques; instructional design skills; comparing results; problem solving; and the ability to work collaboratively with others maintaining relationships.
 
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions.  Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: age appropriate activities; lesson planning; methods of instruction and training; age appropriate activities/behaviors; assessment instruments and techniques; and current and emerging technology.
 
ABILITY is required to schedule a significant number of activities, meetings, and/or events; routinely gather, collate, and/or classify data; and consider a variety of factors when using equipment.  Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and utilize equipment under a variety of conditions for multiple purposes.  Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize job-related equipment.  Independent problem solving is required to analyze issues and create action plans.  Problem solving with data requires analysis based on organizational objections; and problem solving with equipment is significant.  Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; setting priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours, working as part of a team; and meeting deadlines and schedules. Language proficiency, the ability to speak and perform, in English is required.
 

Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and directing other persons within a small work unit.  Utilization of some resources from other work units is often required to perform the job functions.  There is some opportunity to affect the organization’s services.
 

Work Environment
The usual and customary methods of performing the job functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity.  Generally the job requires 20% sitting, 40% walking, and 40% standing.  This job is performed in a generally clean and healthy environment. 




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Openings as of 4/19/2025

Physical Therapist, Multiple Positions Available (2025-2026 School Year)

JobID: 3066

Position Type:
  Student Support Services


Date Posted:
  4/14/2025


Location:
  District-wide


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Salary Range can be found in our Collective Bargaining Agreement - LINK 

Qualifications:
 
Degree in physical therapy from an accredited program.
 
Licensed to practice physical therapy in Illinois.
 
If less than two years' experience in pediatrics and/or school setting, receive mentorship whenever available
 
Position Summary:
 
• Provides services to students eligible for related services
 
• Improves, develops, restores or maintains a child's sensory motor function in educational environments
 
• Functions as "related service personnel" under state and federal law and regulations
 
• Degree in physical therapy from an accredited program
 
• Licensed to practice physical therapy in Illinois.
 
• If less than two years' experience in pediatrics and/or school setting, receive mentorship whenever available
 
 
 
Experience and Skills
 
Must have skills and knowledge in the following areas:
 
1. Identification of physical impairments/delays
 
2. Treatment planning specific to pediatrics
 
3. Intervention -including but not limited to:
 
• facilitation of developmental motor skills
 
• postural awareness, ambulation and gait training
 
• sensorimotor processing
 
• cardiovascular function
 
• wheelchair mobility
 
• adaptation or modification of equipment
 
• recommendation and monitoring or orthoses and other assistive devices
 
• prevention of initial or additional deformity or disability via early intervention and transportation needs of student
 
Essential Job Functions:
 
Must be able to perform the following job roles and functions:
 
• conduct appropriate evaluation of students referred for related services and prepare written reports of the evaluations and findings
 
• participate in meetings as member of the multidisciplinary team as needed
 
• participate in development of IEP or 504 plans for eligible students as needed
 
• provide direct and indirect physical therapy in educational settings/least restrictive environments to children
 
• collaborate with other school personnel regarding physical therapy and the students' needs
 
• delegate activities to teachers, parents and paraprofessionals
 
• maintain records of service provided
 
• lift, transfer and position children and equipment as necessary





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Openings as of 4/19/2025

School Psychologist, Multiple Positions Available (2025-2026 School Year)

JobID: 3379

Position Type:
  Student Support Services/Psychologist


Date Posted:
  4/14/2025


Location:
  All Elementary Buildings


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Salary Range can be found in our Collective Bargaining Agreement - LINK 

BASIC FUNCTION:
           
Coordinate, manage staff and implement activities to ensure district policies are in compliance with state and federal laws.  Manage and coordinate a comprehensive system of psychological assessment and primary mental health services.
 
REPRESENTATIVE DUTIES:
 
Advise school administrators, school staff, and program specialists with regard to the application of federal and state laws in the assessment process.
 
Evaluate students for behavioral, emotional, and/or academic problems using the proper psychological instruments; including psycho-educational, functional analysis, and emotionally disturbed.
 
Organize school staff during a crisis to implement appropriate mental health services.
 
Participate in IEP meetings with teachers, parents, and staff regarding outcomes and recommendations.
 
Evaluate and prepare psychological reports including recommendations for each Special Education student.
 
Conduct individual, group, and crisis counseling within the school setting.
 
Supervise and evaluate any graduate and PhD candidates from clinical, counseling, and school psychology programs.
 
Coordinate with other agencies to provide liaison and consulting services regarding psychological, mental health, and behavioral issues.
 
Communicate and refer to outside agencies, hospitals, or clinics when appropriate.
 
Participate on the Student Support Committee.
 
Participate on 504 meetings and implementations when appropriate.
 
Participate in the development, management, and implementation of behavior plans for students as well as manifestation determination for suspension.
 
In-service and provide staff development to teachers, administrators, and parents on a broad range of topics.
 
Demonstrate strong leadership in coordinating on site mental health services.
 
Assist teachers with behavior management issues by providing strategies and charting progress.
 
Conduct functional behavior assessments.
 
Participate in district Child Find activities.
 
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
•Perform related duties as assigned.
 
Teaching Framework Responsibilities:
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.
 
EDUCATION AND EXPERIENCE:
 
Any combination equivalent to:  master’s degree in educational psychology, including at least one year of internship under the supervision of a credentialed school psychologist.  Valid Illinois Professional Educator License
 
LICENSES AND OTHER REQUIREMENTS:  Valid driver’s license.
 
KNOWLEDGE AND ABILITIES:
 
            Knowledge of:
• Testing practices, procedures and methods.
• Various testing materials, instruments, and equipment.
• Individual and group counseling techniques.
• Federal and state laws and regulations regarding special education and assigned duties.
• IEP preparation and implementation methods and procedures.
• Appropriate referral agencies.
• Record-keeping techniques.
• Oral and written communication skills.
• Applicable sections of the State Education Code.
• Interpersonal skills using tact, patience and courtesy.
• Technical aspects of field specialty.
• Cultural differences in student population. 
  Ability to:
 
• Perform professional evaluations of psychological, social and educational needs of students.
• Develop, write and implement comprehensive Individualized Education Plans (IEP) for special education students.
• Utilize various testing techniques, materials, equipment and instruments.
• Counsel effectively with students and parents.
• Prepare and maintain confidential records and files.
• Analyze situations accurately and adopt an effective course of action.
• Work confidently with discretion.
• Communicate effective both orally and in writing.
• Establish and maintain cooperative and effective working relationships with others.
• Work independently with little direction.
• Maintain current knowledge and technological advances in the field.
• Relate sensitively to a diverse student population. 
   
  WORKING CONDITIONS:
   
  Environment:  School site environment (including classroom during observations); driving vehicle to conduct work.
   
  Physical Abilities:  Sitting for extended periods of time; lifting and carrying test materials; seeing to observe behavior; speaking to exchange information; use of hands to complete computerized or hand-written reports.





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Openings as of 4/19/2025

School Counselor, Multiple Positions Available (2025-2026 School Year)

JobID: 3239

Position Type:
  Student Support Services/Social Worker


Date Posted:
  4/14/2025


Location:
  District-wide


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Salary Range can be found in our Collective Bargaining Agreement - LINK 

Middle school counselors typically have a wide range of responsibilities, which can include:
• Providing academic counseling to students, including helping them set goals for improvement on specific subjects or topics
• Supporting students who are struggling with issues such as bullying, family problems, self esteem issues, or substance abuse problems
• Helping students develop appropriate coping mechanisms for dealing with stressors in their lives
• Assisting students with homework and providing assistance in subjects where they are having difficulty
• Providing support to students with disabilities or special needs who are having difficulty in school
• Meeting regularly with teachers to discuss students’ progress in school and any concerns that they may have regarding classroom behavior or progress toward academic goals
• Providing counseling services to students who have been victims of bullying or discrimination
• Conducting assessments of students to determine their strengths and weaknesses in various academic areas such as reading comprehension, writing, and mathematics
?School Counselor Qualifications/Skills:
• Desire and ability to work with students at the specified age level with diverse backgrounds and levels of ability toward accomplishing their educational goals.
• Ability to organize tasks and manage time to meet many and varied deadlines and communicate effectively with students, parents, school administrators and other staff, including the ability to discuss topics which may be sensitive.
• Working familiarity with student assessment tools, especially in evaluating and interpreting standardized test results.
• Knowledge of educational software.
Education, Experience, and Licensing Requirements:
• Master’s Degree in Counseling/Guidance, Education, or Social Work
• Minimum of 1 year of school counseling or teaching experience
• Understanding and familiarity with computer applications and word processing functions
• ISBE PEL licensure





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Openings as of 4/19/2025

Social Worker, Multiple Positions Available (2025-2026 School Year)

JobID: 3471

Position Type:
  Student Support Services/Social Worker


Date Posted:
  4/14/2025


Location:
  All Elementary Buildings


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Salary Range can be found in our Collective Bargaining Agreement - LINK 

BASIC FUNCTION:
           
Under the direction of the Principal and Assistant Superintendent of Special Services, perform a variety of social service case management functions involved in identifying, assessing, and counseling students and families with attendance problems; develop referral plans; provide intervention as needed; and participate in the development of programs aimed at improving student attendance, achievement, self-esteem, and behavior.
 
REPRESENTATIVE DUTIES:
Evaluates and assesses student progress against instructional objectives.
 
Must having working knowledge of state and federal laws related to Social Work (Section 504).
 
Coordinates individual and group meetings for students.
 
Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of each student to ensure success.
 
Facilitates PBIS meetings.
 
Manages behavioral Tier system (1, 2 and 3).
 
Designs individual and small group instruction.
 
Assists in District initiatives (ex. Bullying, Sexual Harassment, etc.)
 
Serves as liaison between community organization and the school to meet the needs of students.
 
Teaches social skills lessons within the regular education classroom.
 
Provides an orientation (expectations) for new students who enroll after the start of the school year.
 
Articulates Social Work curriculum between and among grade levels.
 
Maintains appropriate records and follows required procedures and practices.
Communicates and interacts with students, parents, staff and community.
 
Provides resources for families.
 
Communicates regularly and assist the classroom teachers in curriculum/instructional modification needs.
 
Administers formal and informal diagnostic assessment in the area of social/emotional learning.
 
Works cooperatively with the administration and staff to schedule meetings.
 
Knowledge of Social Work research, trends and best practices.
 
Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences.
 
Provides counseling for students and staff.
 
Prepares and maintains a variety of narrative and statistical reports, including social histories and classroom observations as required for IEP team meetings.
 
Identify problems contributing to student attendance issues and assist in problem resolution referral and follow-up.
 
Counsel individual students, parents, and families; provide follow-up case management services to students and families by maintaining regular telephone, email, or personal contact (home visits) with families concerning identified problems.
 
Conduct crisis counseling within the school setting.
 
Provide crisis intervention to parents and students in regard’s to suicide threats, drug abuse, pregnancy, truancy, medical problems, community violence, child abuse, death, and other issues and provide follow-up case management services.
 
Develop, organize, and implement programs to provide an opportunity for students to improve their attendance.
 
Develop, organize, and participate in in-service training programs; develop and maintain current resource information.
 
Supervise and evaluate any graduate candidates from school social work programs.
 
Participate on Student Support Committee and 504 meetings and implementations when appropriate.
 
Participate in the development, management, and implementation of intervention plans for students as well as manifestation determination for suspension.
 
Communicate and refer to outside agencies, hospitals, or clinics when appropriate.
 
Participate in district Child Find activities.
 
Perform related duties as assigned.
 
Educator Framework Responsibilities:
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.
Mental Demands:
•  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.
Working Conditions:
• 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.
EDUCATION AND EXPERIENCE:
• Possess a Master’s Degree in Social Work
• Understanding and experience with curriculum design, planning and instruction
• Strong communication skills (written and oral)
 
LICENSES AND OTHER REQUIREMENTS:  Valid driver’s license and Illinois Professional Educator License (PEL).
 
KNOWLEDGE AND ABILITIES: 
            Knowledge of:
• Principles of social work and case management.
• Individual and group behavior and effect of social and economical forces on individuals.
• Current social and economic issues.
• Physical, intellectual, social and emotional growth patterns of students.
• Principles and techniques of interviewing and recording social case work.
• Community resources.
• Research methods and report writing techniques.
• Oral and written communication skills.
• Interviewing methods and techniques.
• Applicable sections of the State Education Code.
• Principles of individual and group counseling.
• Cultural differences in student population.
Ability to:
• Research pupils’ educational and social background and identify current behaviors.
• Counsel students, parents, and families individually or in groups to enable students to identify and attain good academic achievement, behavior, and attendance.
• Coordinate and enhance communications between school, parents, community agencies, and students.
• Interview pupils, parents, school staff and community members and interpret data received.
• Make referrals to appropriate persons and agencies as indicated by the case plan.
• Work confidently with discretion.
• Organize, prepare, and make oral presentations.
• Drive personal vehicle to perform duties as specified under established guidelines.
• Speak and write effectively.
• Establish and maintain effective relationships with staff, students, parents, and the public.





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Openings as of 4/19/2025

Special Education Resource Teacher (Split Positions b/w Lakeview and East Elementary Schools)

JobID: 3466

Position Type:
  Student Support Services/Special Education Resource


Date Posted:
  2/3/2025


Location:
  District-wide


Date Available:
  ASAP


  Additional Information:  Show/Hide
Salary Range can be found in our Collective Bargaining Agreement - LINK 

Special Education Resource Teacher
Location:  Servicing Students at Lakeview and East Elementary Schools

Minimum Qualifications: 
•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).

Job Summary:
Under the direction of the Building Principal/Director of Special Education/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 
 
Other Duties:
• 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.
Teaching Framework Responsibilities:
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.
 Mental Demands:
•  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.
 
Working Conditions:
• 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.





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Openings as of 4/19/2025

Special Education Resource Teachers, Multiple Positions Available (2025-2026 School Year)

JobID: 3493

Position Type:
  Student Support Services/Special Education Resource


Date Posted:
  4/14/2025


Location:
  District-wide


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Minimum Qualifications: 
•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).

Job Summary:
Under the direction of the Building Principal/Director of Special Education/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 
 
Other Duties:
• 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.
Teaching Framework Responsibilities:
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.
 Mental Demands:
•  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.
 
Working Conditions:
• 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.





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Openings as of 4/19/2025

Speech Language Pathologist, Multiple Positions Available (2025-2026 School Year)

JobID: 3378

Position Type:
  Student Support Services/Speech and Language Pathologist


Date Posted:
  4/14/2025


Location:
  All Elementary Buildings


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide

Salary Range can be found in our Collective Bargaining Agreement - LINK 
 

BASIC FUNCTION:
 
Evaluate, diagnose, and implement Speech/Language services for wide range disability students of various ages.
 
 
 
REPRESENTATIVE DUTIES:
 
Determine and use professionally sound procedures for identification, diagnosis, referral, and reevaluation. 
 
Assure adherence to state and district eligibility criteria.
 
Serve as a member of the IEP Team completing IEP goals in the area of speech and language for students who qualify for services.
 
Conduct single disciplinary speech evaluations and re-evaluations in accordance with legal and district requirements.
 
Develop IEP's for eligible students with the parent/guardian, Local Education Authority (LEA), and when appropriate, the special education teacher.
 
Provide speech and/or language therapy to students as stipulated by their Individual Education Plan.
 
Utilize planning time to perform additional professional responsibilities including parent conferences, IEP team meetings, classroom observation of students, and consultations with classroom teachers and other professional support personnel.
 
Remain cognizant of and comply with district, state, and federal laws which govern delivery of special education services.
 
Serve as case manager for students whose primary related Special Education service is speech and language.
 
Maintain student progress notes in student records.
 
Re-evaluate students' individual speech and language needs on a regular basis.
 
Collaborate with school staff to coordinate services to students.
 
Develop, organize, and participate in in-service training programs; develop and maintain current resource information.
 
Participate on Student Support Committee and 504 meetings and implementations when appropriate.
 
Serve as a resource for staff on issues related to speech and language therapy.
 
Communicate and refer to outside agencies, hospitals, or clinics when appropriate.
 
Participate in district Child Find activities.
 
Perform related duties as assigned.
 
 
 
EDUCATION AND EXPERIENCE:
 
Any combination equivalent to:  Master's degree from an accredited college or university; successful experience in planning and providing occupational therapy services to children in medical or educational settings.
 
 
 
LICENSES AND OTHER REQUIREMENTS:  Master's degree with Illinois certification in Speech/Language Pathology; valid driver's license for use in the state of Illinois.
 
 
 
KNOWLEDGE AND ABILITIES:
 
Knowledge of:
 
•         State and federal laws, regulations and codes applicable to speech and language.
 
•         Fundamental principles and accepted trends in the field of speech and language therapy.
 
•         Demonstrated knowledge of legal requirements that apply to identification, placement, and delivery of services.
 
•         Physical, intellectual, social, and emotional growth patterns in students.
 
•         Testing practices, procedures, and methods.
 
•         IEP preparation and implementation methods and procedures.
 
•         Record keeping techniques.
 
•         Oral and written communication skills.
 
•         Interpersonal skills using tact, patience and courtesy.
 
•         Cultural differences in student population.
 
Ability to:
 
•         Establish and manage a school program for students with communication disabilities.
 
•         Use a variety of current methods, techniques and practices in speech and language therapy.
 
•         Compose and comprehend written communication.
 
•         Communicate effectively with students, parents and district personnel, both orally and in writing and through email.
 
•         Properly use and care for materials, supplies, and equipment employed in performing services as a speech and language therapist.
 
•         Analyze situations accurately and adopt an effective course of action.
 
•         Develop, write and implement comprehensive Individual Education Plans (IEP) for special education students.
 
•         Utilize various testing techniques, materials, equipment and instruments.
 
•         Work effectively with a diverse population of students.
 
•         Travel to other sites and locations.
 
 
 
 
 
WORKING CONDITIONS:
 
Environment:  School site environment (including classroom during observations); driving vehicle to conduct work.
 
Physical Abilities:  Hearing and speaking to exchange information and make presentations; able to carry needed materials.
 
Hazards:  Contact (at times) with disgruntled individuals.
 
 





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Openings as of 4/19/2025

Substitute Teacher, Multiple Positions Available (2025-2026 School Year)

JobID: 3190

Position Type:
  Substitute/Substitute Teacher


Date Posted:
  4/14/2025


Location:
  District-wide


Date Available:
  25-26 School Year


  Additional Information:  Show/Hide
Title:  Substitute Teacher
Reports To:  Human Resources and Building Principal
 
 
BASIC FUNCTION:
In the absence of the regular classroom teacher, the substitute teacher provides instruction, encourages student progress and manages the learning environment.
 
ESSENTIAL DUTIES:
• Follows professional practices consistent with school and system policies in working with students, students' records, parents and colleagues.
  • Maintains student confidentiality
  • Take accurate attendance records
  • Supervise students in out-of-classroom activities
• Complies with Zion District #6 Board of Education policies and the administrative regulations for the State of Illinois
  • Conducts assigned class at the scheduled time
  • Enforces regulations concerning student conduct and discipline
  • Dresses in a manner consistent with school policies
  • Maintains accurate, complete and appropriate records and files
• Demonstrates professional practices in teaching
  • Models correct use of oral and written language
  • Provide individual and small group instruction to adapt to curriculum needs of pupil
  • Administer group standardized tests
  • Create and teach or follow lesson plans as required by school policy
  • Assigns reasonable tasks and homework to students
• Performs all other tasks and duties as assigned by Principal or Assistant Principal
 
TEACHING TASKS:
• Encourages Student Progress
  • Promotes student engagement
  • Monitors student progress
  • Responds to student performance
  • Supports students
• Manages the Learning Environment
  • Uses time wisely
  • Handles non-instructional tasks efficiently
  • Uses instructional time appropriately
  • Maintains effective physical setting for instruction
  • Maintains appropriate student behavior in the classroom
  • Monitors behavior
  • Intervenes when necessary
 
 
EDUCATION AND EXPERIENCE:
Must have the necessary certification, license or permit required by state law to serve in a substitute teaching assignment.  Must be at least 21 years of age.
 
KNOWLEDGE AND ABILITIES:
• Prepare and maintain confidential records and files.
• Analyze situations accurately and adopt an effective course of action.
• Understand and follow oral and written directions.
• Communicate effectively with children and adults.
• Establish and maintain cooperative and effective working relationships.
• Communicate effectively both orally and in writing.
• Monitor and discipline students according to approved policies and procedures.
• Operate instruction and office equipment.
• Relate sensitively to a diverse student population.
• Ability to utilize safe practices in classroom and playground activities.
 
WORKING CONDITIONS:
Environment:  School sites; indoor and outdoor settings.
Physical Abilities:  Standing for extended periods of time; bending at the waist to assist students; reaching overhead, above the shoulders and horizontally; hearing and speaking to exchange information; seeing to monitor student activities and behavior; dexterity of hands and fingers to demonstrate activities and prepare materials.
Hazards:  Contact (at times) with disgruntled individuals
 
 




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