Frontline Applicant Tracking - Freeport School District 145

Openings as of 4/28/2025

Bilingual Teacher 2025-26 SY

JobID: 5412

Position Type:
  Elementary Positions Certified/Bi-Lingual Teacher (Spanish)


Date Posted:
  3/17/2025


Location:
  Blackhawk Elementary


Anticipated Start Date:
  08/01/2025


Closing Date:
  Open Until Filled


  Additional Information:  Show/Hide
TITLE:                                 TEACHER
 
QUALIFICATIONS:         Certificate, license, or other legal credential required.
• Degree(s) required in area of major study.
• Kind and amount of prior job experience required.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
  
REPORTS TO:                  BUILDING PRINCIPAL                
 
 
JOB GOAL:
 
To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women.
 
Performance Responsibilities:
 
• Meets and instructs assigned classes in the locations and at the times designated;
• Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students;
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students;
• Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior;
• Encourages students to set and maintain standards of classroom behavior;
• Guides the learning process toward the achievement of curriculum goals and--in harmony with the goals--establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students;
• Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved;
• Strives to implement by instruction and action the district’s philosophy of education and instructional goals and objectives;
• Assesses the accomplishments of students on a regular basis and provides progress reports as required;
• Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of district specialists as required;
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities;
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation;
• Assists the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner;
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms;
• Plans and supervises purposeful assignments for teacher aide(s) and volunteer(s) and, cooperatively with department heads, evaluates their job performance;
• Strives to maintain and improve professional competence;
• Attends staff meetings and serves on staff committees as required.
 
TERMS OF EMPLOYMENT:  Ten, eleven, or twelve month year.  Salary and work year to be
                                                       established by the Board
 
EVALUATION:                              Performance of this job will be evaluated in accordance with
                                                       provisions of the Board’s policy on Evaluation of Professional
                                                       Personnel.
 
SALARY RANGE:
 




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Openings as of 4/28/2025

Lunchroom/Playground Supervisor (174 days, 2.75 hours )

JobID: 6208

Position Type:
  Support Staff/Lunchroom Supervisor


Date Posted:
  12/9/2024


Location:
  Blackhawk Elementary


Anticipated Start Date:
  Open until filled


Closing Date:
  Open until filled


  Additional Information:  Show/Hide
QUALIFICATIONS:                   High School diploma.
                                                Equivalent combination of education and training considered.      
                                                Must possess good interpersonal and oral communication skills.
 
REPORTS TO:                         BUILDING PRINCIPAL
____________________________________________________________________________________________
 
JOB GOAL OF PLAYGROUND SUPERVISOR:
 
Responsible for enabling students, through meaningful playground leadership, to enjoy the group interaction and physical exercise which are an integral part of the district educational program.
 
Performance Responsibilities for Playground Supervisor:
 
·           Supervises all students while maintaining a harmonious and safe atmosphere on the playground;
·           Organizes group games and activities;
·           Establishes a positive relationship with students;
·           Maintains effective communication with school personnel;
·           Assumes responsibility for playground equipment;
·           Monitors students entering and exiting the playground while directing the students to follow schedules;
·           Performs other related duties as assigned.
 
JOB GOAL OF LUNCHROOM SUPERVISOR:
 
Responsible for providing a safe, clean and orderly lunch period for all students.
 
Performance Responsibilities for Lunchroom Supervisor:
 
• Works with other kitchen, lunchroom, principal and school staff;
• Supervises students from their arrival in lunch line to their departure to playground or classroom;
• Teaches students where to be in lines and where to sit in lunchroom;
• Knows school safety procedures and emergency information;
• Maintains positive communication with students—meet their needs;
• Washes tables, wipes up spills and teaches good manners at lunch;
• Maintains a pleasant environment in lunchroom;
• Receptive to the special needs of students’ diets;
• Sells milk, makes announcements, assists with condiments;
• Assist students in any way;
 
• Perform other related duties as assigned.
   
TERMS OF EMPLOYMENT:  174 Days Classified position with salary and hours to be established by the
                                             Board of Education.
 
EVALUATION:                       Performance will be evaluated annually in accordance with the provisions 
                                             established by the Board of Education.
 
 
This job description has been reviewed with job specific BFOQ’s and in accordance with the American Disabilities Act.





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Openings as of 4/28/2025

Specialized Paraeducator (176 days, 6.5 hours)

JobID: 6242

Position Type:
  Support Staff/Paraeducator


Date Posted:
  3/3/2025


Location:
  Blackhawk Elementary


  Additional Information:  Show/Hide


TITLE: Specialized  Paraprofessional  
 
 
 
QUALIFICATIONS: High School diploma.
 
Associate degree or 60 college credit hours or pass the ETS (Educational Testing
  Service) ParaPRO Assessment Test
 
Educator License with Stipulations (ELS) with a Paraprofessional Endorsement
 
Experience and training to work effectively with at-risk students
 
Evidence of emotional stability and maturity
 
 
 
REPORTS TO: SCHOOL ADMINISTRATOR
 
SUPERVISOR: SCHOOL ADMINISTRATOR
 
JOB GOAL:  Responsible for working with special education students on a daily basis, providing physical, emotional, academic support and assisting students in accessing the district’s special education program.
                     
Inputs    (activities done by the position/ how they spend their time/ daily schedule	Evidence   (what can we see as a result of the daily schedule - logs, data book, quarterly reports, calendar)	Outcomes   (what happens for students - attendance, test scores, Panorama scores - how do we know this position is getting good ROI?)
1. Individualized Student Support      - Provide one-on-one or small group support to students with IEPs      - Implement specific interventions and accommodations as outlined in IEPs      - Assist students with academic tasks, behavior management, and social skills      - Support students' use of assistive technology or specialized equipment   2. IEP Implementation      - Review and understand the IEPs of assigned students      - Track minutes of support provided to each student as specified in their IEP      - Collaborate with special education teachers to ensure proper implementation of IEP goals      - Assist in collecting data on student progress towards IEP goals as directed by teacher.    3. Classroom Assistance      - Support lead teachers in adapting classroom activities for students with IEPs      - Help maintain a positive and inclusive learning environment      - Assist with classroom management, focusing on students with special needs      - Facilitate peer interactions and support social integration of students with IEPs   4. Behavior Management      - Implement behavior intervention plans as specified in IEPs      - Use positive behavior support strategies tailored to individual student needs      - Assist in managing crisis situations or challenging behaviors      - Document behavioral incidents and interventions as required   5. Communication and Collaboration      - Maintain regular communication with special education teachers and general education teachers      - Participate in IEP meetings and provide input on student progress upon request      - Communicate with parents/guardians as directed by supervising teachers.       - Collaborate with other paraprofessionals and support staff   6. Documentation and Record Keeping      - Maintain accurate records of support minutes provided to each student      - Document student progress and observations for IEP progress reports as directed.       - Ensure confidentiality of student information and records   7. Professional Development      - Attend required training sessions on special education laws and practices      - Participate in workshops on specific interventions or disabilities as required.       - Stay current with best practices in supporting students with special needs      - Seek guidance and support from supervising teachers to improve skills   8. Student Care and Safety      - Assist students with personal care needs as specified in their IEPs      - Ensure safety of students during all school activities      - Administer first aid as trained and directed      - Be aware of and responsive to individual student health concerns	1. Student Support Documentation      - Detailed logs of support minutes provided to each student      - Records of interventions and accommodations implemented      - Progress notes on student achievements and challenges   2. IEP Implementation Records      - Checklists or tracker sheets showing adherence to IEP requirements.      - Data collection sheets on student progress towards IEP goals as directed.    3. Behavior Management Artifacts      - Completed behavior incident reports      - Documentation of positive behavior interventions used      - Progress tracking for behavior intervention plans   4. Communication Logs      - Records of interactions with teachers, parents, and other staff      - Notes from parent-teacher conferences.      - Emails or messages coordinating student support if applicable.    5. Educational Materials      - Adapted classroom materials for students with special needs      - Visual aids or communication tools created for specific students      - Organized files of individualized learning resources   6. Professional Development Records      - Certificates of completion for relevant training sessions      - Notes from workshops and professional learning communities      - Self-assessment and goal-setting documents for skill improvement   7. Student Care Logs      - Records of personal care assistance provided      - Incident reports related to student health or safety	1. Student Achievement      - Improved academic performance of students with IEPs      - Increased student participation in classroom activities      - Enhanced ability of students to meet their individualized goals   2. IEP Compliance and Effectiveness      - Higher rates of successful IEP implementation      - More accurate tracking and reporting of student progress      - Increased effectiveness of IEP strategies due to consistent application   3. Inclusive Education      - Greater integration of students with special needs in general education settings      - Improved peer relationships and social skills for students with IEPs      - Enhanced overall classroom culture of inclusivity and diversity   4. Behavior and Social-Emotional Growth      - Reduced frequency and severity of behavioral incidents      - Improved self-regulation and coping skills among students with IEPs      - Increased emotional well-being and self-esteem of supported students   5. Communication and Collaboration      - Stronger partnerships between general education and special education staff      - Improved home-school communication regarding student progress      - More cohesive and coordinated approach to supporting students with special needs   6. Individualized Learning      - Better tailored educational experiences for students with diverse needs      - Increased use of assistive technology and specialized learning tools      - More effective differentiation of instruction in inclusive classrooms   7. Data-Driven Decision Making      - More informed IEP development and revision processes      - Better allocation of support resources based on accurate data      - Improved ability to demonstrate student growth and program effectiveness   8. Staff Development      - Enhanced skills and knowledge among paraprofessionals in special education      - Increased job satisfaction and retention of support staff      - More effective teamwork between teachers and paraprofessionals   9. School Culture      - Heightened awareness and acceptance of diverse learning needs      - Improved overall school climate regarding inclusion and support      - Increased parent and community satisfaction with special education services   10. Student Independence       - Greater development of self-advocacy skills among students with IEPs       - Improved transition readiness for students moving to next educational levels       - Increased student confidence in navigating academic and social challenges
 
TERMS OF EMPLOYMENT: 176 day Classified position with salary and hours to be established by the Board of Education. 6.5 hours per day
 
EVALUATION: Performance will be evaluated annually in accordance with the provisions     established by the Board of Education.
 
SALARY RANGE: In accordance with the USW (United Steelworkers) Negotiated Agreement. Starting wage $16.28/hour. 
 
 
 
This job description has been reviewed and is in accordance with the Americans with Disabilities Act.





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Openings as of 4/28/2025

Specialized Paraeducator

JobID: 6204

Position Type:
  Support Staff/Specialized Paraeducator


Date Posted:
  12/3/2024


Location:
  Blackhawk Elementary


Anticipated Start Date:
  Open until filled


Closing Date:
  Open until filled


  Additional Information:  Show/Hide


TITLE: Specialized  Paraprofessional  
 
 
 
QUALIFICATIONS: High School diploma.
 
Associate degree or 60 college credit hours or pass the ETS (Educational Testing
  Service) ParaPRO Assessment Test
 
Educator License with Stipulations (ELS) with a Paraprofessional Endorsement
 
Experience and training to work effectively with at-risk students
 
Evidence of emotional stability and maturity
 
 
 
REPORTS TO: SCHOOL ADMINISTRATOR
 
SUPERVISOR: SCHOOL ADMINISTRATOR
 
JOB GOAL:  Responsible for working with special education students on a daily basis, providing physical, emotional, academic support and assisting students in accessing the district’s special education program.
                     
Inputs    (activities done by the position/ how they spend their time/ daily schedule	Evidence   (what can we see as a result of the daily schedule - logs, data book, quarterly reports, calendar)	Outcomes   (what happens for students - attendance, test scores, Panorama scores - how do we know this position is getting good ROI?)
1. Individualized Student Support      - Provide one-on-one or small group support to students with IEPs      - Implement specific interventions and accommodations as outlined in IEPs      - Assist students with academic tasks, behavior management, and social skills      - Support students' use of assistive technology or specialized equipment   2. IEP Implementation      - Review and understand the IEPs of assigned students      - Track minutes of support provided to each student as specified in their IEP      - Collaborate with special education teachers to ensure proper implementation of IEP goals      - Assist in collecting data on student progress towards IEP goals as directed by teacher.    3. Classroom Assistance      - Support lead teachers in adapting classroom activities for students with IEPs      - Help maintain a positive and inclusive learning environment      - Assist with classroom management, focusing on students with special needs      - Facilitate peer interactions and support social integration of students with IEPs   4. Behavior Management      - Implement behavior intervention plans as specified in IEPs      - Use positive behavior support strategies tailored to individual student needs      - Assist in managing crisis situations or challenging behaviors      - Document behavioral incidents and interventions as required   5. Communication and Collaboration      - Maintain regular communication with special education teachers and general education teachers      - Participate in IEP meetings and provide input on student progress upon request      - Communicate with parents/guardians as directed by supervising teachers.       - Collaborate with other paraprofessionals and support staff   6. Documentation and Record Keeping      - Maintain accurate records of support minutes provided to each student      - Document student progress and observations for IEP progress reports as directed.       - Ensure confidentiality of student information and records   7. Professional Development      - Attend required training sessions on special education laws and practices      - Participate in workshops on specific interventions or disabilities as required.       - Stay current with best practices in supporting students with special needs      - Seek guidance and support from supervising teachers to improve skills   8. Student Care and Safety      - Assist students with personal care needs as specified in their IEPs      - Ensure safety of students during all school activities      - Administer first aid as trained and directed      - Be aware of and responsive to individual student health concerns	1. Student Support Documentation      - Detailed logs of support minutes provided to each student      - Records of interventions and accommodations implemented      - Progress notes on student achievements and challenges   2. IEP Implementation Records      - Checklists or tracker sheets showing adherence to IEP requirements.      - Data collection sheets on student progress towards IEP goals as directed.    3. Behavior Management Artifacts      - Completed behavior incident reports      - Documentation of positive behavior interventions used      - Progress tracking for behavior intervention plans   4. Communication Logs      - Records of interactions with teachers, parents, and other staff      - Notes from parent-teacher conferences.      - Emails or messages coordinating student support if applicable.    5. Educational Materials      - Adapted classroom materials for students with special needs      - Visual aids or communication tools created for specific students      - Organized files of individualized learning resources   6. Professional Development Records      - Certificates of completion for relevant training sessions      - Notes from workshops and professional learning communities      - Self-assessment and goal-setting documents for skill improvement   7. Student Care Logs      - Records of personal care assistance provided      - Incident reports related to student health or safety	1. Student Achievement      - Improved academic performance of students with IEPs      - Increased student participation in classroom activities      - Enhanced ability of students to meet their individualized goals   2. IEP Compliance and Effectiveness      - Higher rates of successful IEP implementation      - More accurate tracking and reporting of student progress      - Increased effectiveness of IEP strategies due to consistent application   3. Inclusive Education      - Greater integration of students with special needs in general education settings      - Improved peer relationships and social skills for students with IEPs      - Enhanced overall classroom culture of inclusivity and diversity   4. Behavior and Social-Emotional Growth      - Reduced frequency and severity of behavioral incidents      - Improved self-regulation and coping skills among students with IEPs      - Increased emotional well-being and self-esteem of supported students   5. Communication and Collaboration      - Stronger partnerships between general education and special education staff      - Improved home-school communication regarding student progress      - More cohesive and coordinated approach to supporting students with special needs   6. Individualized Learning      - Better tailored educational experiences for students with diverse needs      - Increased use of assistive technology and specialized learning tools      - More effective differentiation of instruction in inclusive classrooms   7. Data-Driven Decision Making      - More informed IEP development and revision processes      - Better allocation of support resources based on accurate data      - Improved ability to demonstrate student growth and program effectiveness   8. Staff Development      - Enhanced skills and knowledge among paraprofessionals in special education      - Increased job satisfaction and retention of support staff      - More effective teamwork between teachers and paraprofessionals   9. School Culture      - Heightened awareness and acceptance of diverse learning needs      - Improved overall school climate regarding inclusion and support      - Increased parent and community satisfaction with special education services   10. Student Independence       - Greater development of self-advocacy skills among students with IEPs       - Improved transition readiness for students moving to next educational levels       - Increased student confidence in navigating academic and social challenges
 
TERMS OF EMPLOYMENT: 176 day Classified position with salary and hours to be established by the Board of Education. 6.5 hours per day
 
EVALUATION: Performance will be evaluated annually in accordance with the provisions     established by the Board of Education.
 
SALARY RANGE: In accordance with the USW (United Steelworkers) Negotiated Agreement. Starting wage $16.28/hour. 
 
 
 
This job description has been reviewed and is in accordance with the Americans with Disabilities Act.





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