Frontline Applicant Tracking - Mannheim School District #83

Openings as of 4/23/2025
Elementary School Teaching

FY 25-26 Special Education Teacher - Co-Taught - Elementary

JobID: 1438

Position Type:
  Elementary School Teaching/Special Education


Date Posted:
  3/20/2025


Location:
  Roy School


Date Available:
  08/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide


Job Title:  Teacher Special  Education
 
Department/Group:  Teacher
 
Position Summary/Purpose: Provide for a safe, effective learning environment which promotes the educational and social growth of all students within the classroom.  Teach elementary school subjects to educationally and physically handicapped students. This may include teachers who specialize and work with audibly and visually handicapped students and those who teach basic academic and life processes skills to the mentally impaired.
 

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

• Sick and personal days


Role and Responsibilities / Essential Job Functions:
 
Develop and Implement Individualized Education Programs (IEPs):
 
• Create, monitor, and revise IEPs based on student needs and legal requirements

• Collaborate with parents, administrators, and other specialists to set goals and objectives for each student
 
Provide Specialized Instruction:
 
• Tailor lessons and teaching strategies to accommodate students’ unique learning styles and abilities

• Adapt instructional materials and delivery methods, ensuring access to the general education curriculum
 
Assess Student Progress:
 
• Evaluate and document student progress through formal and informal assessments

• Use assessment data to adjust teaching strategies and interventions
 
Classroom Management:
 
• Create a positive, structured learning environment that supports students' emotional and behavioral needs

• Implement behavior intervention plans (BIPs) and apply classroom management techniques as needed
 
Collaboration with General Education Teachers:
 
• Teach and/or Co-teach and provide support in inclusive classrooms

• Advise and assist general education teachers in accommodating and modifying lessons to fit students’ needs
 
Support Social and Emotional Development:
 
• Foster students’ social and emotional growth through individual or group activities

• Address issues like social skills, self-regulation, and peer relationships
 
Family and Community Engagement:
 
• Maintain open communication with parents/guardians about student progress and challenges

• Participate in meetings with families and stakeholders to discuss students' educational needs and progress
 
Compliance with Legal and Ethical Standards:
 
• Ensure that all instructional practices comply with federal, state, and local laws related to special education 

• Maintain confidentiality and uphold professional standards in all dealings with students, families, and staff
 
Professional Development:
 
• Participate in ongoing training and professional development to stay current on best practices

• Collaborate with colleagues to improve teaching strategies and share insights of progress and challenges
 
Assistive Technology and Resources:
 
• When needed, incorporate and manage assistive technology in the classroom to help students access learning

• Identify and utilize additional resources to support students with disabilities
 
Qualifications and Education Requirements:
 
Illinois Professional Educator License (PEL) with Learning Behavior Specialist 1 endorsement and/or other required endorsements for the specific teaching assignment
 
Preferred Skills:
 
• Staff Portrait Attributes: Empathy, Perseverance, Critical Thinking, Reliability, Collaboration, Cultural Mindfulness, & Accountability

• As a multi-language district, we always prefer staff who are bilingual but it is not required for this position
 
Working conditions / Environment:
 
Physical Demands: mobility within the instructional area and throughout the school facility, visual acuity close/distance/depth perception, hearing to receive information, verbal to exchange information.  Physical demands often include walking, sitting, bending, twisting, stooping, reaching forward, lifting up to 25 pounds, pushing and pulling.  May include attending to the physical needs of students relative to personal hygiene, eating, medical, and therapeutic as identified through the IEP process
 
Environmental Conditions: indoor climate-controlled school environment and may include being outdoors for extended periods of time throughout the year
 
Examples of Equipment/Supplies Used to Perform Tasks: technology such as computer and  SmartBoard, office supplies, student physical and therapeutic equipment, student communication devices
 
FLSA Status:  Exempt


As 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.





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Openings as of 4/23/2025
Elementary School Teaching

FY 25-26 Special Education Teacher - Self-Contained - Elementary

JobID: 1439

Position Type:
  Elementary School Teaching/Special Education


Date Posted:
  3/12/2025


Location:
  Roy School


Date Available:
  08/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide


 
 
Job Title:  Teacher Special Education - Self Contained 
 
Department/Group: Teacher
 
Position Summary/Purpose: 
 
Instruct preschool-aged children in activities designed to promote social, physical, and intellectual growth needed for primary school.  Support provided for all students, including those considered at-risk and/or in need of special education.   
 
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

• Sick and personal days
 
Role and Responsibilities / Essential Job Functions:
 
• Establish and enforce rules for behavior, and procedures for maintaining order

• Organize and lead activities designed to promote physical, mental and social development, such as games, arts and crafts, music, storytelling, and field trips

• Teach pre-readiness skills in concepts,and  social-emotional learning

• Observe and evaluate children's performance, behavior, social development, and physical health

• Read books to entire classes or to small groups

• Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and in imaginative play

• Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them

• Teach proper eating habits and personal hygiene

• Prepare materials and classrooms for class activities

• Enforce all administration policies and rules governing students

• Identify children showing signs of emotional, developmental, or health-related problems, and discuss them with supervisors, parents or guardians, and child development specialists

• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to the children

• Meet with parents and guardians to discuss their children's progress and needs, determine their priorities for their children, and suggest ways that they can promote learning and development

• Adapt teaching methods and instructional materials to meet students' varying needs and interests

• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate

• Arrange indoor and outdoor space to facilitate creative play, motor-skill activities, and safety

• Maintain accurate and complete student records as required by laws, district policies, and administrative regulations

• Demonstrate activities to children

• Meet with other professionals to discuss individual students' needs and progress

• Confer with other staff members to plan and schedule lessons promoting learning following approved curricula.

• Organize and label materials, and display students' work in a manner appropriate for their ages and perceptual skills

• Attend professional meetings, educational conferences, and teacher-training workshops to maintain and improve professional competence

• Prepare reports on students and activities as required by administration

• Collaborate with other teachers and administrators in the development, evaluation, and revision of preschool programs

• Plan and supervise class projects, field trips, visits by guests, or other experiential activities, and guide students in learning from those activities

• Attend staff meetings, and serve on committees as required

• Select, store, order, issue, and inventory classroom equipment, materials, and supplies

• Perform other duties as assigned and appropriate to the position
 
Preferred Skills:  
 
• Determine tasks, priorities, and goals

• Public speaking

• Be exact or highly accurate

• As a multi-language district, we always prefer staff who are bilingual but it is not required for this position
 
Qualifications and Education Requirements:
 
Current and valid Illinois State certification/license with required endorsements for the specific teaching assignment.
 
Working conditions / Environment:
 
Physical Demands: mobility within the instructional area and throughout the school facility, visual acuity close/distance/depth perception, hearing to receive information, verbal to exchange information.  Physical demands often include walking, sitting, bending, twisting, stooping, reaching forward, lifting up to 25 pounds, pushing and pulling.  
 
Environmental Conditions: indoor climate controlled school environment.  May include being outdoors for extended periods of time throughout the year.
 
Examples of Equipment/Supplies Used to Perform Tasks: technology such as computer and  SmartBoard, office supplies
 
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.





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Openings as of 4/23/2025
Elementary School Teaching

FY 25-26 SPED Teacher

JobID: 1441

Position Type:
  Elementary School Teaching/Special Education


Date Posted:
  3/14/2025


Location:
  Westdale School


Date Available:
  08/01/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Job Title:  Teacher Special  Education
Department/Group:  Teacher - Kindergarten 
 
Position Summary/Purpose: Provide for a safe, effective learning environment which promotes the educational and social growth of all students within the classroom.  Teach elementary school subjects to educationally and physically handicapped students. This may include teachers who specialize and work with audibly and visually handicapped students and those who teach basic academic and life processes skills to the mentally impaired.
 
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
• Sick and personal days
 
Role and Responsibilities / Essential Job Functions:
 
Develop and Implement Individualized Education Programs (IEPs):
 
• Create, monitor, and revise IEPs based on student needs and legal requirements
• Collaborate with parents, administrators, and other specialists to set goals and objectives for each student
 
Provide Specialized Instruction:
 
• Tailor lessons and teaching strategies to accommodate students’ unique learning styles and abilities
• Adapt instructional materials and delivery methods, ensuring access to the general education curriculum
 
Assess Student Progress:
 
• Evaluate and document student progress through formal and informal assessments
• Use assessment data to adjust teaching strategies and interventions
 
Classroom Management:
 
• Create a positive, structured learning environment that supports students' emotional and behavioral needs
• Implement behavior intervention plans (BIPs) and apply classroom management techniques as needed
 
Collaboration with General Education Teachers:
 
• Teach and/or Co-teach and provide support in inclusive classrooms
• Advise and assist general education teachers in accommodating and modifying lessons to fit students’ needs
 
Support Social and Emotional Development:
 
• Foster students’ social and emotional growth through individual or group activities
• Address issues like social skills, self-regulation, and peer relationships
 
Family and Community Engagement:
 
• Maintain open communication with parents/guardians about student progress and challenges
• Participate in meetings with families and stakeholders to discuss students' educational needs and progress
 
Compliance with Legal and Ethical Standards:
 
• Ensure that all instructional practices comply with federal, state, and local laws related to special education 
• Maintain confidentiality and uphold professional standards in all dealings with students, families, and staff
 
Professional Development:
 
• Participate in ongoing training and professional development to stay current on best practices
• Collaborate with colleagues to improve teaching strategies and share insights of progress and challenges
 
Assistive Technology and Resources:
 
• When needed, incorporate and manage assistive technology in the classroom to help students access learning
• Identify and utilize additional resources to support students with disabilities
 
Qualifications and Education Requirements: Illinois Professional Educator License (PEL) with Learning Behavior Specialist 1 (LBS1) endorsement and/or other required endorsements for the specific teaching assignment
 
Preferred Skills:
 
• Staff Portrait Attributes: Empathy, Perseverance, Critical Thinking, Reliability, Collaboration, Cultural Mindfulness, & Accountability
• As a multi-language district, we always prefer staff who are bilingual but it is not required for this position
 
Working conditions / Environment:
 
Physical Demands: mobility within the instructional area and throughout the school facility, visual acuity close/distance/depth perception, hearing to receive information, verbal to exchange information.  Physical demands often include walking, sitting, bending, twisting, stooping, reaching forward, lifting up to 25 pounds, pushing and pulling.  May include attending to the physical needs of students relative to personal hygiene, eating, medical, and therapeutic as identified through the IEP process
 
Environmental Conditions: indoor climate-controlled school environment and may include being outdoors for extended periods of time throughout the year
 
Examples of Equipment/Supplies Used to Perform Tasks: technology such as computer and  SmartBoard, office supplies, student physical and therapeutic equipment, student communication devices
 
FLSA Status:  Exempt
 
As 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.





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Openings as of 4/23/2025
Elementary School Teaching

Primary Self Contained Speech Language Pathologist

JobID: 1447

Position Type:
  Elementary School Teaching/Teacher


Date Posted:
  4/23/2025


Location:
  Westdale 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, Westdale
 
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





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Openings as of 4/23/2025
Elementary School Teaching

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





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