Frontline Applicant Tracking - Mannheim School District #83

Openings as of 4/25/2025

Primary Self Contained Speech Language Pathologist

JobID: 1448

Position Type:
  Elementary School Teaching/Teacher


Date Posted:
  4/23/2025


Location:
  Scott School


Date Available:
  08/12/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Job Title: Primary Grade/Self-Contained Speech Language Pathologist
Department/Group: Teacher, Scott School
 
Position Summary/Purpose: The Speech/Language Pathologist enhances communication skills, including expressive language, listening comprehension, social communication, and foundational skills like vocabulary, following directions, and literacy, to support their participation in classroom activities and their personal, social, and intellectual growth. To effectively address the diverse needs and abilities of young learners, the Speech/Language Pathologist collaborates closely with kindergarten and self-contained  teachers, related service providers, school staff, and district personnel to provide effective services.
 
Position Type: Full-Time, 10 months  
Starting Salary: Based on Education and Years of Teaching - based on increased negotiated rate higher than last year’s Salary Schedule
 
 Benefits: 
·        90% Board Paid Medical Insurance of ANY Available Plan
·        100% Board Paid Single Dental Insurance
·        100% Board Paid Life Insurance (annual salary)
·        Flex Savings Accounts
·        Paid holidays 
·        Sick & personal days
Role and Responsibilities/Essential Job Functions of Primary: 
 
• Assist in developing foundational speech and language skills in primary students such as vocabulary, expressive language, listening comprehension, articulation, and early literacy skills, to facilitate their personal, social, and intellectual development.

• Establish a positive and supportive learning environment in the primary setting, and respond to the diverse communication needs and abilities of each child.

• Work effectively with community organizations and services that support young children and families, such as early intervention programs or child development centers, when appropriate.

• Appropriately operate any necessary equipment, such as assistive technology or screening tools, used with kindergarten students.

• React to change productively and handle other tasks as assigned, demonstrating flexibility in the dynamic primary environment.

• Support the value of early education and communication development for all primary students.

• Support the philosophy and vision of the cooperative and school district, particularly as it relates to early childhood education and support services, including innovative instructional models such as co-teaching.

• Assist in the early recognition and prevention of communication-based challenges that may impact primary students’  learning and development.

• Monitor primary students’ communication progress and make informed, timely decisions about interventions and support, in collaboration with kindergarten teachers, school teams, and administration.

• Assist primary teachers in the development and implementation of curriculum modifications and appropriate classroom strategies to support language development and communication within the classroom.
 
Role and Responsibilities/Essential Job Functions of Self-Contained:
 
• Assist in developing functional communication and language skills to facilitate the personal, social, and intellectual development of students within a self-contained classroom, focusing on skills needed for daily living and classroom participation.

• Establish a positive, structured, and predictable learning environment within the self-contained classroom, responding to the diverse communication, behavioral, and sensory needs of each student.

• Appropriately operate all equipment required within the self-contained classroom, including assistive technology, communication devices, and any specialized equipment used for therapy or instruction.

• React to change productively and handle other tasks as assigned within the self-contained classroom, demonstrating flexibility in adapting to student needs and classroom routines.

• Support the philosophy and vision of the cooperative and school district, particularly as it relates to providing specialized services and inclusive opportunities for students with significant disabilities.

• Assist in the early recognition and prevention of communication and related challenges that may impact students' participation and learning within the self-contained classroom.

• Monitor student progress within the self-contained classroom and make informed, timely decisions about therapy and support, in collaboration with classroom teachers, paraprofessionals, related service providers, and administration.

• Participate as a team member in the comprehensive evaluation, review, and reevaluation process for students in self-contained classrooms, providing input on communication abilities, needs, and progress.

• Participate in the development of student IEPs, focusing on functional communication goals and objectives that are relevant to the self-contained classroom and students' daily routines.

• Consult with parents, self-contained classroom teachers, paraprofessionals, administrators, and related service providers concerning the communication needs of students and the special services available to support them within the self-contained setting.

• Assist teachers in the development and implementation of curriculum modifications, specialized instructional strategies, and communication supports within the self-contained classroom to facilitate students' participation and learning.

• Cooperate with agencies serving students and their families, ensuring coordination of services and support for students with disabilities in the self-contained setting.

• Provide therapy, follow-up, and/or consultation within the self-contained classroom, based on student IEPs, focusing on integrating communication goals into daily classroom activities.

• Motivate students in the self-contained classroom through effective communication strategies and positive, individualized feedback that acknowledges their efforts and progress.

• Set high expectations for student achievement and behavior within the self-contained classroom, while providing appropriate support and modifications to help students reach their full potential.

• Establish and maintain a positive and structured climate for learning within the self-contained classroom through proactive classroom management strategies and individualized behavior supports.

•  Plan and implement transitional programs for students in self-contained classrooms, focusing on transitions within the school day and between activities.

• Maintain accurate and confidential records related to therapy and student progress within the self-contained classroom and provide timely reports to relevant parties.

• Order and maintain an adequate inventory of materials, AAC devices, and specialized supplies needed for therapy and communication support within the self-contained classroom.

• Supervise and train staff members, such as paraprofessionals, in implementing communication strategies and supporting students' speech and language needs within the self-contained classroom.

• Refer students and their families to appropriate community agencies and services that can provide ongoing support and resources, especially for students with complex needs.
 
General Role and Responsibilities:
 
• Participate as a team member in the comprehensive evaluation, review, and reevaluation process for students suspected of having or identified with communication disorders.

• Participate in the development of Individualized Education Programs (IEPs) for eligible students with communication disorders, contributing to goals and objectives focused on early communication skills.

• Conduct speech and language screenings and diagnostic evaluations with primary students to determine the need for speech and language services.

• Consult with parents, teachers, administrators, and other professionals (e.g., occupational therapists, school psychologists) concerning the communication needs of students and the special services available to support them.

• Ensure that school district and cooperative policies are observed during all activities within the classroom, including those related to special education and student safety.

• Obtain advance approval for any special activities or expenditures related to speech and language services within the self-contained classroom.

• Adhere to all district and cooperative health and safety policies, including all precautions of the Bloodborne Pathogens Exposure Control Plan, and implement necessary safety protocols within the self-contained classroom.

• Cooperate with agencies serving students and their families.

• Provide therapy, followup, and/or consultation based on student IEPs.

• Set high expectations for student achievement and behavior.

• Assist with public awareness activities which lead to a better understanding of the needs of

• exceptional children.

• Maintain appropriate, confidential records and provide timely reports.

• Perform other duties assigned and appropriate to the position.

• Supervise and train staff members as assigned.
 
Required Experience or Training: 
 
• Illinois Professional Educator License with Personnel endorsement in Speech Language Pathology.

• As a multi-language district, we always prefer staff who are bilingual but it is not required for this position
 
Environmental Conditions: indoor climate-controlled office environment
 
Examples of Equipment/Supplies Used to Perform Tasks: standard office equipment such as
 
computer, telephone, radio communication devices, job-related devices.
 
FLSA Status: Exempt
 
An Affirmative Action / Equal Opportunity Employer Mannheim School District 83 does not knowingly discriminate against employees or applicants on the basis of age, color, disability, gender, national origin, political affiliation, race, religion, sexual orientation, or veteran status.
 
Revised: 04/18/25





Email To A Friend
Print Version

Openings as of 4/25/2025

Teacher Aide

JobID: 1433

Position Type:
  Support Staff/Teacher Aide


Date Posted:
  3/10/2025


Location:
  Scott School


Date Available:
  ASAP


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Job Title:  Teacher Aide
Department/Group:   Classroom Aide; Paraprofessional
 
Position Summary/Purpose: Assist in various school program functions under the immediate supervision of a teacher
 
Position Type: Full-Time  Starting Rate: $17.38/hr. or higher based on experience
 
Benefits: 
 
• 90% Board Paid Medical Insurance of ANY Available Plan
• 100% Board Paid Single Dental Insurance
• 100% Board Paid Life Insurance (annual salary)
• Flex Savings Accounts
• Paid holidays 
• Sick & personal days
 
Role and Responsibilities / Essential Job Functions:
 
• Assist with supervision of students
• Work with small groups or individual students to reinforce learning 
• Ensure continuity of instruction
• Perform routine clerical tasks and record keeping
• Monitor and control student behavior
• Assist with student physical movement/transportation throughout the day, including loading and unloading of students from bus/van
• Assist students in school-related off-campus activities including vocational, recreational, and therapeutic work
• Ability to interpret and apply oral and/or written instructions
• Ability to communicate, collaborate, and cooperate with students, colleagues, and supervisors
• Perform other duties as assigned and appropriate to the position
 
Preferred Skills:
 
• Ability to relate to students
• Support student efforts in self-reliance
• As a multi-language district, we always prefer staff who are bilingual but this is not required
 
Qualifications and Education Requirements:  Educator License with Stipulations (ELS/PARA) or Professional Educator License (PEL)
 
To get your paraprofessional license, you have three options
 
1. Take college classes - Associate’s degree or 60 semester hours 

2. Score of 460 or higher on the ETS Parapro

3. Score a 4 or higher in Applied Math & a 4 or higher in Reading for information/Workplace Documents on the ACT Workkeys:
 

Working conditions / Environment:
 
Physical Demands: walk, bend, twist at neck and trunk, squat, stoop, reach above head, reach forward, climb in and out of vehicles, lift up to 25 pounds from shoulder to overhead, lift up to 50 pounds floor to waist with assistance, push/pull items over 90 pounds on wheels over carpeted, tiled, concrete, paved, dirt (or other outdoor surfaces), visual acuity close/distant/depth perception, hearing to receive information, verbal to exchange information
 
Environmental Conditions: indoor climate-controlled setting (for example: classroom, hallways, cafeteria, office, and auditorium), transportation vehicles, and outdoors throughout year
 
Examples of Equipment/Supplies Used to Perform Tasks: standard office equipment including photocopiers, computers, phone, and printers; specialized student equipment (for example: standers, walkers, wheelchairs, communication devices, flip charts)
 
FLSA Status:  Non-Exempt
 
An Affirmative Action / Equal Opportunity Employer
 
Mannheim School District 83 does not knowingly discriminate against employees or applicants on the basis of age, color, disability, gender, national origin, political affiliation, race, religion, sexual orientation, or veteran status.





Email To A Friend
Print Version