Frontline Applicant Tracking - Lindop School District 92

Openings as of 4/20/2025

Elementary School Teacher Grade 5

JobID: 291

Position Type:
  Elementary School Teaching


Date Posted:
  3/21/2025


Location:
  Lindop School District 92


Date Available:
  08/04/2025


Closing Date:
  Untill Filled


  Additional Information:  Show/Hide
TITLE: Elementary School Teacher

QUALIFICATIONS:
1. Valid State Teacher Certification Granted by the Professional Teaching Standards Board
2. Bachelor’s Degree in job related area.

REPORTS TO:
Building Principal

JOB GOAL:
To provide support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans and delivering group an individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students’ parents or guardians regarding instructional program and student progress.

PERFORMANCE RESPONSIBILITIES:
1. Administers and develops subject specific assessments for the purpose of assessing student competency levels and/or developing individual learning plans. Utilize PERA framework for monitoring student growth.
2. 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 in the home environment.
3. Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.
4. 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.
5. Counsels students for the purpose of improving performance, problem solving techniques and a variety of personal issues.
6. Demonstrates and differentiates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addressing individual student requirements.
7. Directs assistant teachers, student teachers, instructional assistants, 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 academics through a defined course of study.
9. Manages student behavior for the purpose of providing a safe and optimal learning environment.
10. Monitors students in a variety of educational environments (e.g. classroom, school grounds, hallways, restrooms, field trips, etc.) for the purpose of providing a safe and positive learning environment.
11. Participates in a variety of meetings and professional development activities for the purpose of conveying and/or gathering information required to perform functions.
12. Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
13. Prepares a variety of written materials (e.g. grades, lesson plans following scope and sequence, correspondence with parents and students, examinations and quizzes, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements.
14. Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, harassment, zero tolerance offenses etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to state law and board policies.
15. Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
16. Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, students, central office staff, etc.) for the purpose of resolving issues, providing information and/or direction.
17. Supports other classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans.
18. Participates in curriculum and other developmental programs.
19. Participates in faculty committees and the sponsorship of student activities.
20. Performs other duties as many, from time to time be assigned by the supervisor.

SUPPORT & EVALUATION:
1. Lindop Mentoring Program
2. Danielson Framework for Teaching
3. Regular Professional Learning Communities (Data Dialogues, Strategic Planning etc.)
4. Peer Learning Groups
5. Content Area Team Meetings
6. Grade Level Team Meetings




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Openings as of 4/20/2025

Spanish Teacher

JobID: 349

Position Type:
  Elementary School Teaching


Date Posted:
  3/21/2025


Location:
  Lindop School District 92


Date Available:
  08/04/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Lindop School District 92
Job Description
 
 
Title:                                                                                                                       
Spanish Teacher
 
Qualifications:
1. Valid State of Illinois Teaching Certificate
2. Endorsement with Spanish content valid for grades K-12 or approval in bilingual education and English and Secondary (ESL)
3. Demonstrate the ability to communicate effectively in English and Spanish
4. Demonstrate knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to English language acquisition.
 
Reports to:
Building Principal
 
Job Goal(s):
The Spanish Teacher provides specialized instruction for the purpose/s of developing the students' ability to effectively perform course of study (Spanish or English as appropriate) and acquire the English Language.
 
Responsibilities:
1. Performs those activities listed in the district's classroom teacher job description as appropriate and applicable.
2. Develops and delivers lesson plans utilizing a broad range of appropriate differentiated techniques and strategies addressing all aspects of communication that develop each student's ability to read, write, speak, and listen in content areas at levels that ensure learners meet or exceed learning targets.
3. Administers academic and language assessments for the purpose of evaluating student's progress in meeting academic learning targets and progress in language acquisition. Maintains complete and accurate records of student's progress and evidence of growth and progress.
4. Provides a nurturing, supportive, and positive learning environment with high expectations that encourage student responsibility, enhance motivation, clearly communicate classroom routines, and incorporate challenging instructional strategies.
5. Attends professional meetings as well as serves on building or district committees, and attends staff meetings as may be requested or as established by school policy.
6. Understands and complies with the policies, rules, and regulations regarding the education of bilingual education students.
7. Performs such other and not specifically enumerated duties as may be requested by the Board of Education, superintendent, principal or established by the School Code.
 
Evaluation:
Performance of this job will be evaluated in accordance with the Teacher Evaluation Plan.
 
 




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Openings as of 4/20/2025

Special Education Teacher/ Case Manager - MS Math

JobID: 395

Position Type:
  Elementary School Teaching


Date Posted:
  7/16/2024


Location:
  Lindop School District 92


Date Available:
  08/05/2024


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Lindop School District 92
Job Description
 
 
TITLE:    SPECIAL EDUCATION TEACHER/CASE MANAGER - (MS Math)

QUALIFICATIONS:    
1.    Valid Illinois Professional Educator license  with LBS 1 endorsement.
2.    Bachelor’s degree in Special Education from accredited university
3.    Previous experience in Special Education preferred but not necessary for hire.
4.    Experience working with diverse student populations.

REPORTS TO:   Building Principal and Director of Special Services

FUNCTION: Ensure that special education services and related services are provided to the child as outlined in the child’s IEP and assist the child to achieve the goals listed in the IEP.

RESPONSIBILITIES:

Professional Knowledge and Application:
The special education teacher/case manager is responsible to ensure that due process procedures and timelines comply with federal and state regulations, with the supervision and assistance of the building administration, and Director of Special Services.

The Special Education Teacher/Case Manager:
1. Demonstrates knowledge of IDEA, current legislation, regulations, policies, litigation, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized healthcare and assistive technology, to individuals with all types of disabilities across the age range.
2. Demonstrates deep and thorough knowledge of diverse student learners and differentiated instruction.
3. Understands characteristics of individuals with disabilities across the age range, including levels of severity and multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of language disorders, processing deficits, intellectual cognitive abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior.
4. Maintains accurate knowledge of typical developmental characteristics of the age group and exceptions to the general patterns; displaying knowledge of the extent to which individual students follow general patterns.
5. In consultation with designated reading and math specialists, develops observable/measurable goals that identify current levels of ability/performance and expected outcomes through growth, while assisting the team in clear wording to document student progress towards established benchmarks/objectives.  Goals are highly appropriate to the situation in the school and to the age of the student, developed following consultations with students, parents, and colleagues.
6. Consistently helps school personnel/IEP team members on educational goals and the implication of direct and related services as they relate to the education environment and IDEA.
7. Develops short and long-range plans consistent with curriculum/personal/social-emotional/medical goals, learners’ diversity, and learning theory; developed through collaboration with administration and teachers.
8. Demonstrates understanding of assessment methodologies that have been adapted for individual students as appropriate including physical adaptations to meet a student's individual needs; incorporating multiple sources of evidence and clear recommendations for improving services on an on-going basis.
9.  Demonstrates comprehensive preparation and participation for meetings/activities; displaying strong capabilities in presentation of information both verbally and in writing; creating well written reports reflective of student progress.

Learning Environment:
The special education teacher/case manager uses an understanding of individual, group motivation and behavior to create a safe school environment.  This environment creates a positive culture with active engagement in learning and self-motivation while managing classroom procedures and provides academic and social-emotional supports as needed.
1. Prepares or consults with the classroom teacher in preparing and arranging the classroom environment that promotes student learning and independences.
2. Establishes and shares classroom rules and behavioral expectations with students and team members.
3. Managers and monitors student behavior per classroom rules, student code of conduct, and behavior intervention plan.
4. Monitors the use and care of equipment and materials within the classroom environment to prevent injuries and damage.
5. Supervises, evaluates and plans assessments for teaching assistants.
6. Selects, orders, and inventories assessment materials, and classroom supplies.
7. Creates an environment where interactions with students and staff reflect mutual respect and dignity for all students.
8. Skillfully evaluates the environment on an ongoing formative basis and maintains a learning environment that meets the needs of students as they grow, develop, or change within academic and social-emotional well-being.
9. Physical space for services and assessment is highly organized and inviting; respecting aspects of organization, schedules, routines and transitions that promote development and learning.
10. Provides a daily routine and consistently adjusts the daily routine/structure to meet the needs of individual students, anticipates unexpected situations.

Delivery of Service and Practice:
The special education teacher/case manager will ensure the development, and implementation of Individualized Education Plans (IEPs) in compliance with federal, state, and local legislation and policies. This includes, but is not limited to, managing an individual student case load, providing direct service minutes, monitoring related service minutes, consultation with general education teachers, and collaboration and participation/facilitation in IEP, grade level team, problem solving, individual and team special service department meetings.
1. Ensures all due process procedures and timelines are met.
2. Responsible for establishing initial and ongoing communication with parents for student academic/behavior progress, questions, concerns, meetings and provisions within the IEP.
3. Maintain a special education caseload/class list. (Eligibility Criteria, Annual Review, Re-Evaluation Date, Direct/Related Service Minutes Per Week). Creates and maintains a special education file for each student(Most Recent IEP, Parent/Family contact information, communication log, work samples, assessment information, attendance, and discipline information).
4. Monitors the evaluation, annual review, reevaluation process and implementation of the IEP for consistency of related service, accommodations, and modifications.
5. Communicates with all staff who have contact with the student caseload regarding their individual responsibilities and the goals, accommodations, assessment information, and behavioral plans of the students.
6. Collects, analyzes, and reports data in a meaningful timely manner.
7. Provides current and updates case load data (number of students, direct/related service minutes, progress on goals, grades, discipline, behavior intervention plan, 1:1 aide).
8. Prepares for and/or facilitates IEP meetings.
9. Implements direct service minutes per the IEP.
10. Plans and implements daily lessons that align with research based curriculum and students’ individual goals and objectives.
11. Plans and implements group and individual lessons utilizing a variety of motivational and age appropriate materials for students to explore, manipulate and use learning activities.
12. Plans and designs lessons that incorporate questioning techniques to engage active participation of all learners.
13. Promotes a classroom culture that views all students as competent learners.
14. Instructs students in academic subjects using a variety of techniques/methodologies, to reinforce learning and to meet students’ varying needs and interests.
15. Facilitates problem solving necessary to improve academic/social performance based on data acquired through diagnostic, formative, authentic and summative assessments.
16. Completes ongoing assessment of students through progress monitoring, curriculum based measures, etc.
17. Incorporates technology into the classroom.
18. Assists students in activities of daily living.
19. Provides clear directions for classroom activities so students know what they are to do.
20. Instructs students in daily living skills, recreational/leisure activities, and self-advocacy to promote independence and self-sufficiency.
21. Establishes clear objectives for all lessons/units/projects and communicates those objectives to students and team members.
22. Coordinates the placement of students with disabilities into the general education settings with appropriate accommodations/modifications.
23. Conducts detailed and individualized assessment of student needs to contribute to program planning and instruction.

Collaborative Relationships
The special education teacher/case manager understands his or her role as a professional, establishing high standards of reciprocal collaborative relationships with students, families, community and educational personnel, and contributes to the development of relationship building.  The special education teacher/case manager understands self-reflection, the importance of active participation in problem solving teams; importance of the development of programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students.
1. Participates in building activities as required.
2. Attends and participates in IEP meetings, Grade Level Team Meetings, Problem Solving Team meetings, and the Lindop PAEC Committee Meeting.
3. Communicates and the referral process and provides the necessary forms to staff.
4. Enters and completes appropriate documentation and forms for the referral process, and all IEP meetings.
5. Collaborates with staff regarding pre-referral interventions.
6. Notifies team members and department of special services who need to attend IEP meetings.
7. Prepares for and/or facilitates IEP meetings.
8. Collaborates with the Special Services Department in establishing meeting times with parents and sending out meeting notices.
9. Completes applicable forms and documents within the IEP.
10. Collaborates with parents/guardians, administrators/team members to develop individual education plans for students’ educational, physical and social development.
11. Collaborates with parent/guardian/administration/team members to discuss students’ progress and determine priorities/additional supports and/or resources.
12. Keeps ongoing anecdotal records including both progress and behavior incidents and consequences.
13. Communicates with parent/guardian, administration and team members.
14. Prepares written reports for meetings and department reports as required.
15. Provides consultation to general education teachers, related service staff, and families regarding the implementation of services and supports within the IEP.
16. Continually assesses and takes an active role in communicating to problem solve with staff in order to best meet the educational needs of students.
17. Maintains appropriate documentation of family/teacher communications; displaying high priority of communication between home and school; as well as general teachers and educational personnel within the building.
18. Consults and collaborates with other school personnel in gathering and giving information for establishing and planning for respective roles in the modification of the student’s academic and social-emotional needs.
19. Collaborates with other school personnel to support students in establishing collaborative relationships with peers, adults and development of advocating for self as to the academic and social-emotional and needs within the educational setting and generalization to the community.

Professional Conduct, Leadership, and Professional Growth:
The special education teacher/case manager understands his or her role as a professional, maintains standards of professional conduct, and provides expertise and knowledge to improve students’ learning and well-being. The special education teacher/case manager understands self-reflection, the importance of efficient data collection and manipulation; constantly pursuing professional development opportunities and researched based supports in communication abilities.
1. Provides frequent and appropriate information to families about the information within student IEPs and conveys information about individual student progress in a culturally sensitive manner.
2. Maintains a highly systematic record keeping and data management system for monitoring student’s academic and social-emotional progress, including service logging, while consistently reflecting upon the best practice and refining services to meet needs of individual students.
3. Understands the scope of his or her practice and seeks additional resources and assistance as needed to meet the individualized needs of students; seeks out professional development strategies to stay current on researched based instructional strategies, services and professional growth; maintaining highly accurate reflection procedures and relying on an extensive repertoire to suggest alternative strategies.
4. Establishes a leadership role with colleagues and makes substantial contributions to School and District events.  Provides leadership in the development / improvement of School and District regulations and guidelines.
5. Demonstrates knowledge of resources, strategies, networks, organizations, and unique services that work with individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for transition age (14 ½ years old) students (local, state, and federal).
6. Demonstrates high professional judgment and advocates/models for others within the educational setting and community.
7. Demonstrates knowledge of rights to privacy, confidentiality, and respect for differences among all persons interacting with individuals with disabilities.
8. Provides leadership to others in maintaining ethical standards of medical practice and teaching.
9. Follows district guidelines for the identification, assessment and individual education plans for students qualifying or receiving special education services.
10. Observes and follows all Lindop policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance.
11. Other duties as assigned by the Lindop Administration.
 
 




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Openings as of 4/20/2025

Special Education Teacher/ Case Manager

JobID: 425

Position Type:
  Elementary School Teaching


Date Posted:
  3/21/2025


Location:
  Lindop School District 92


Date Available:
  08/04/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Lindop School District 92
Job Description
 
 
TITLE:    SPECIAL EDUCATION TEACHER/CASE MANAGER - (MS Math)

QUALIFICATIONS:    
1.    Valid Illinois Professional Educator license  with LBS 1 endorsement.
2.    Bachelor’s degree in Special Education from accredited university
3.    Previous experience in Special Education preferred but not necessary for hire.
4.    Experience working with diverse student populations.

REPORTS TO:   Building Principal and Coordinator of Special Education

FUNCTION: Ensure that special education services and related services are provided to the child as outlined in the child’s IEP and assist the child to achieve the goals listed in the IEP.

RESPONSIBILITIES:

Professional Knowledge and Application:
The special education teacher/case manager is responsible to ensure that due process procedures and timelines comply with federal and state regulations, with the supervision and assistance of the building administration, and Director of Special Services.

The Special Education Teacher/Case Manager:
1. Demonstrates knowledge of IDEA, current legislation, regulations, policies, litigation, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized healthcare and assistive technology, to individuals with all types of disabilities across the age range.
2. Demonstrates deep and thorough knowledge of diverse student learners and differentiated instruction.
3. Understands characteristics of individuals with disabilities across the age range, including levels of severity and multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of language disorders, processing deficits, intellectual cognitive abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior.
4. Maintains accurate knowledge of typical developmental characteristics of the age group and exceptions to the general patterns; displaying knowledge of the extent to which individual students follow general patterns.
5. In consultation with designated reading and math specialists, develops observable/measurable goals that identify current levels of ability/performance and expected outcomes through growth, while assisting the team in clear wording to document student progress towards established benchmarks/objectives.  Goals are highly appropriate to the situation in the school and to the age of the student, developed following consultations with students, parents, and colleagues.
6. Consistently helps school personnel/IEP team members on educational goals and the implication of direct and related services as they relate to the education environment and IDEA.
7. Develops short and long-range plans consistent with curriculum/personal/social-emotional/medical goals, learners’ diversity, and learning theory; developed through collaboration with administration and teachers.
8. Demonstrates understanding of assessment methodologies that have been adapted for individual students as appropriate including physical adaptations to meet a student's individual needs; incorporating multiple sources of evidence and clear recommendations for improving services on an on-going basis.
9.  Demonstrates comprehensive preparation and participation for meetings/activities; displaying strong capabilities in presentation of information both verbally and in writing; creating well written reports reflective of student progress.

Learning Environment:
The special education teacher/case manager uses an understanding of individual, group motivation and behavior to create a safe school environment.  This environment creates a positive culture with active engagement in learning and self-motivation while managing classroom procedures and provides academic and social-emotional supports as needed.
1. Prepares or consults with the classroom teacher in preparing and arranging the classroom environment that promotes student learning and independences.
2. Establishes and shares classroom rules and behavioral expectations with students and team members.
3. Managers and monitors student behavior per classroom rules, student code of conduct, and behavior intervention plan.
4. Monitors the use and care of equipment and materials within the classroom environment to prevent injuries and damage.
5. Supervises, evaluates and plans assessments for teaching assistants.
6. Selects, orders, and inventories assessment materials, and classroom supplies.
7. Creates an environment where interactions with students and staff reflect mutual respect and dignity for all students.
8. Skillfully evaluates the environment on an ongoing formative basis and maintains a learning environment that meets the needs of students as they grow, develop, or change within academic and social-emotional well-being.
9. Physical space for services and assessment is highly organized and inviting; respecting aspects of organization, schedules, routines and transitions that promote development and learning.
10. Provides a daily routine and consistently adjusts the daily routine/structure to meet the needs of individual students, anticipates unexpected situations.

Delivery of Service and Practice:
The special education teacher/case manager will ensure the development, and implementation of Individualized Education Plans (IEPs) in compliance with federal, state, and local legislation and policies. This includes, but is not limited to, managing an individual student case load, providing direct service minutes, monitoring related service minutes, consultation with general education teachers, and collaboration and participation/facilitation in IEP, grade level team, problem solving, individual and team special service department meetings.
1. Ensures all due process procedures and timelines are met.
2. Responsible for establishing initial and ongoing communication with parents for student academic/behavior progress, questions, concerns, meetings and provisions within the IEP.
3. Maintain a special education caseload/class list. (Eligibility Criteria, Annual Review, Re-Evaluation Date, Direct/Related Service Minutes Per Week). Creates and maintains a special education file for each student(Most Recent IEP, Parent/Family contact information, communication log, work samples, assessment information, attendance, and discipline information).
4. Monitors the evaluation, annual review, reevaluation process and implementation of the IEP for consistency of related service, accommodations, and modifications.
5. Communicates with all staff who have contact with the student caseload regarding their individual responsibilities and the goals, accommodations, assessment information, and behavioral plans of the students.
6. Collects, analyzes, and reports data in a meaningful timely manner.
7. Provides current and updates case load data (number of students, direct/related service minutes, progress on goals, grades, discipline, behavior intervention plan, 1:1 aide).
8. Prepares for and/or facilitates IEP meetings.
9. Implements direct service minutes per the IEP.
10. Plans and implements daily lessons that align with research based curriculum and students’ individual goals and objectives.
11. Plans and implements group and individual lessons utilizing a variety of motivational and age appropriate materials for students to explore, manipulate and use learning activities.
12. Plans and designs lessons that incorporate questioning techniques to engage active participation of all learners.
13. Promotes a classroom culture that views all students as competent learners.
14. Instructs students in academic subjects using a variety of techniques/methodologies, to reinforce learning and to meet students’ varying needs and interests.
15. Facilitates problem solving necessary to improve academic/social performance based on data acquired through diagnostic, formative, authentic and summative assessments.
16. Completes ongoing assessment of students through progress monitoring, curriculum based measures, etc.
17. Incorporates technology into the classroom.
18. Assists students in activities of daily living.
19. Provides clear directions for classroom activities so students know what they are to do.
20. Instructs students in daily living skills, recreational/leisure activities, and self-advocacy to promote independence and self-sufficiency.
21. Establishes clear objectives for all lessons/units/projects and communicates those objectives to students and team members.
22. Coordinates the placement of students with disabilities into the general education settings with appropriate accommodations/modifications.
23. Conducts detailed and individualized assessment of student needs to contribute to program planning and instruction.

Collaborative Relationships
The special education teacher/case manager understands his or her role as a professional, establishing high standards of reciprocal collaborative relationships with students, families, community and educational personnel, and contributes to the development of relationship building.  The special education teacher/case manager understands self-reflection, the importance of active participation in problem solving teams; importance of the development of programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students.
1. Participates in building activities as required.
2. Attends and participates in IEP meetings, Grade Level Team Meetings, Problem Solving Team meetings, and the Lindop PAEC Committee Meeting.
3. Communicates and the referral process and provides the necessary forms to staff.
4. Enters and completes appropriate documentation and forms for the referral process, and all IEP meetings.
5. Collaborates with staff regarding pre-referral interventions.
6. Notifies team members and department of special services who need to attend IEP meetings.
7. Prepares for and/or facilitates IEP meetings.
8. Collaborates with the Special Services Department in establishing meeting times with parents and sending out meeting notices.
9. Completes applicable forms and documents within the IEP.
10. Collaborates with parents/guardians, administrators/team members to develop individual education plans for students’ educational, physical and social development.
11. Collaborates with parent/guardian/administration/team members to discuss students’ progress and determine priorities/additional supports and/or resources.
12. Keeps ongoing anecdotal records including both progress and behavior incidents and consequences.
13. Communicates with parent/guardian, administration and team members.
14. Prepares written reports for meetings and department reports as required.
15. Provides consultation to general education teachers, related service staff, and families regarding the implementation of services and supports within the IEP.
16. Continually assesses and takes an active role in communicating to problem solve with staff in order to best meet the educational needs of students.
17. Maintains appropriate documentation of family/teacher communications; displaying high priority of communication between home and school; as well as general teachers and educational personnel within the building.
18. Consults and collaborates with other school personnel in gathering and giving information for establishing and planning for respective roles in the modification of the student’s academic and social-emotional needs.
19. Collaborates with other school personnel to support students in establishing collaborative relationships with peers, adults and development of advocating for self as to the academic and social-emotional and needs within the educational setting and generalization to the community.

Professional Conduct, Leadership, and Professional Growth:
The special education teacher/case manager understands his or her role as a professional, maintains standards of professional conduct, and provides expertise and knowledge to improve students’ learning and well-being. The special education teacher/case manager understands self-reflection, the importance of efficient data collection and manipulation; constantly pursuing professional development opportunities and researched based supports in communication abilities.
1. Provides frequent and appropriate information to families about the information within student IEPs and conveys information about individual student progress in a culturally sensitive manner.
2. Maintains a highly systematic record keeping and data management system for monitoring student’s academic and social-emotional progress, including service logging, while consistently reflecting upon the best practice and refining services to meet needs of individual students.
3. Understands the scope of his or her practice and seeks additional resources and assistance as needed to meet the individualized needs of students; seeks out professional development strategies to stay current on researched based instructional strategies, services and professional growth; maintaining highly accurate reflection procedures and relying on an extensive repertoire to suggest alternative strategies.
4. Establishes a leadership role with colleagues and makes substantial contributions to School and District events.  Provides leadership in the development / improvement of School and District regulations and guidelines.
5. Demonstrates knowledge of resources, strategies, networks, organizations, and unique services that work with individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for transition age (14 ½ years old) students (local, state, and federal).
6. Demonstrates high professional judgment and advocates/models for others within the educational setting and community.
7. Demonstrates knowledge of rights to privacy, confidentiality, and respect for differences among all persons interacting with individuals with disabilities.
8. Provides leadership to others in maintaining ethical standards of medical practice and teaching.
9. Follows district guidelines for the identification, assessment and individual education plans for students qualifying or receiving special education services.
10. Observes and follows all Lindop policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance.
11. Other duties as assigned by the Lindop Administration.
 
 




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Openings as of 4/20/2025

Elementary School Teacher Art (Part- Time)

JobID: 437

Position Type:
  Elementary School Teaching


Date Posted:
  3/21/2025


Location:
  Lindop School District 92


Date Available:
  08/04/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Lindop School District 92
Job Description
Title: Teacher, Art (Part-time)
 
Qualifications:
1. llinois PEL with Art endorsement
2. Knowledge of Child Development
3. Ability to work cooperatively with children and adults
4. Ability to relate to parents and families
5. Have quality written, verbal, and organizational skills
 
Reports to: Principal

Salary: Teacher Salary Schedule

Job Goal:
To create a flexible program and classroom environment favorable to learning; to establish effective rapport with students; to motivate students to develop skills, attitudes and knowledge needed to be successful for the next steps in life; to establish relationships with parents and other staff members. Part time Art Teacher will have a concentration in grades K-2 with possibility of 3-8 grade level classes. 

Key Duties & Responsibilities Include:
1. Teach knowledge and skills of various art forms and art history following the course of study adopted by the Board of Education and other appropriate learning activities.
2. Provide instruction by which students develop aesthetic concepts and appreciations and the ability to make qualitative judgments about art.
3. Instruct students in proper care and use of tools and equipment.
4. Organizes storage areas and controls use of materials, equipment and tools to prevent loss or abuse, and to minimize time required for distribution and collection.
5. Plan and present art displays and exhibitions designed to exhibit students’ work for the school and the community, may sponsor exhibits from the outside.
6. Instruct students in citizenship, respect for others, ways to be safe, and basic subject matter specified in state law and administrative regulations and procedures of the school district.
7. Develop lesson plans and instructional materials and provides individualized and small group instruction in order to adapt the curriculum to the needs of each pupil.
8. Create an effective environment for efficiently utilizing the available time for instruction.
9. Evaluate student academic and social growth to readjust instruction and procedures.
10.Keep appropriate records and prepare progress reports.
11.Communicate with parents to discuss pupil progress and interpret the school program.
12.Participate in the School Improvement Planning process.
13.Provide learning experiences designed to meet individual needs through individual and/or group instruction and adapt, develop and use available materials and resources for students’ different learning styles.
14.Establish and maintain standards of student behavior needed to achieve a functional learning atmosphere in and out of the classroom by providing a safe and secure environment for all school activities.
15.Create and maintain an active, responsive climate for learning through positive teacher-student rapport and consistent and positive classroom management.
16.Establish a good relationship through participation in faculty committees and meetings.
17.Identify student needs and cooperate with other professional staff members in assessing and helping students solve health, attitude, and learning problems.
18.Work cooperatively with administrators, consultants, community members and colleagues.
19.Responsible for presenting a positive teacher image to community.
20.Participate in professional growth programs through in service education activities provided by the District and self-selected professional growth activities.
21.Participate cooperatively with the appropriate administrator throughout the evaluation process in conformance with the Board’s policy on Evaluation of Professional Personnel.
22.Participate in curriculum development programs as required.
23.Provide initial care in the event of an accident or injury in or out of the classroom until the arrival of the nurse or other emergency personnel.
24.Work with supervisors to develop and maintain a program of safe conditions and practices for the welfare of the students, faculty, employees, volunteers, visitors and other invites.
 
Other Duties as Assigned:
Assumes other responsibilities as determined by the Superintendent.
 
Evaluation:
Performance evaluated in accordance with the provisions of the District Evaluation Plan.
 




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Openings as of 4/20/2025

Transitional Bilingual Educator

JobID: 440

Position Type:
  Elementary School Teaching/ESL


Date Posted:
  3/24/2025


Location:
  Lindop School District 92


Date Available:
  08/04/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Lindop School District 92
Job Description
 
 
Title: Transitional Bilingual Educator

Certification:   Current Illinois PEL with ESL and Bilingual qualifications, Type 75

Job Description
 
1. Develop lesson plans that are derived from the WIDA standards, content-area material, and the students' area of greatest language acquisition needs. Detail how EL services will be delivered to each individual EL student (write individual EL plans based on levels of proficiency).
2. Effectively develop and use educational materials to advance the listening, speaking, writing and reading skills of EL's in English.
3. Collaborate with classroom teachers to work with students on both a push-in or pull-out basis.
4. Understands the Phases that some English Language Learners may experience (i.e. Silent Period, Culture Shock, Comprehensible Input/Output, Language Acquisition, Language Learning, The Affective Filter, Social Language, Understanding Academic Language, and Primary Language in the Home).
5. Acquires and maintains from Home Language Surveys as well as accurate student records.
6. Monitor exited EL students for at least 2-full school years (regular review of grades, test scores, behaviors, etc.). Develop a Plan of Action for exited EL students that may be struggling (adaptions, modifications, and additional academic support).
7. Use appropriate language assessments for placing students in EL program.
8. Schedules and administers annual ACCESS assessment for English Language Proficiency.
9. Completes EL Progress Reports for each student receiving services.
10. Collaborate with teachers for the annual professional development surrounding the particular needs of the EL students in their classroom
11. Assists the building personnel in translation initiatives, including documents and communicating with parents.
12. Enhance EL's sense of self-worth by highlighting contributions made by their ethnic group to society.
13. Cooperates with supportive services personnel in meeting special needs of EL students.
14. Conduct EL parent meetings to discuss the goals of the EL program, the school's culture and the expectations of the EL and content area teachers.
15. Create Bilingual Parent Advisory Committee in accordance with TBE Goals and Funding.
16. Maintain regular communication between home and school in a meaningful and accessible format for all parents (i.e. Eligibility Letter, Continuation Letter, Exit Letter, ACCESS Test Letter, ESL/Bilingual Parent and Teacher Advisory Invitation Letter).
17. Maintain documentation in students' cumulative folder administration notification of the result of students' status and end of each academic year.
18. Invite parents to collaborate with school and visit the EL classroom/office and/or general education classroom to understand what is involved in developing their childrens' English language and academic skills.
19. Provide resources to parents and information that will help them understand how their children can improve their skills and accelerate their learning.
20. Assists teachers in communicating EL students' progress to students and parents.
21. Act as an advocate to EL parents for ensuring the identification for special education programs will not rely solely on measures of English and/or the students' native language.
22. Ensure EL students receive equal access to all district/school special opportunity programs (i.e. Title I, acceleration, extra-curricula, non-academic activities).
23. Provide an individualized justification for each alternative placement option from least to most restrictive environment.
24. Collaborate with building principal, social worker and health aide to ensure parents of EL students take advantage of resources (e.g. eyeglasses, autism parent support groups).
25. Coordinate grants to maximize EL programming.
26. Reviews process and procedures for the alternate testing of students and recommends changes appropriate.
27. Serves limited, supervisory duties and performs other duties as assigned.



 
 




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Openings as of 4/20/2025

Middle School Teacher Math

JobID: 433

Position Type:
  Middle School Teaching


Date Posted:
  3/24/2025


Location:
  Lindop School District 92


Date Available:
  08/04/2025


Closing Date:
  Untill Filled


  Additional Information:  Show/Hide

LINDOP SCHOOL DISTRICT 92
JOB DESCRIPTION
MIDDLE SCHOOL MATH TEACHER
 
 
TITLE:  Middle School Math Teacher

QUALIFICATIONS:
1. Valid State Teacher Certification Granted by the Professional Teaching Standards Board
2. Middle School Math Endorsement
3. Bachelor's Degree in job related area.

REPORTS TO: Building Principal

GOAL:
To provide quality math instruction rooted in the 8 mathematical practices. To encourage and facilitate students' development of competent mathematical skills and an understanding of the structure of mathematics; to motivate each pupil to apply mathematical understanding and skills in the solution of the practical problems; to encourage pupils to develop their special talents in the field of mathematics. 

PERFORMANCE RESPONSIBILITIES: 1. Administers and develops subject specific assessments for the purpose of assessing student competency levels and/or developing individual learning plans. Utilize PERA framework for monitoring student growth.
 
2. 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 in the home environment. 3. Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.
 
4. 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.
 
5. Counsels students for the purpose of improving performance, problem solving techniques and a variety of personal issues.

6. Demonstrates and differentiates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addressing individual student requirements.

7. Directs assistant teachers, student teachers, instructional assistants, 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 academics through a defined course of study.

9. Manages student behavior for the purpose of providing a safe and optimal learning environment.

10. Monitors students in a variety of educational environments (e.g. classroom, school grounds, hallways, restrooms, field trips, etc.) for the purpose of providing a safe and positive learning environment.

11. Participates in a variety of meetings and professional development activities for the purpose of conveying and/or gathering information required to perform functions.

12. Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.

13. Prepares a variety of written materials (e.g. grades, lesson plans following scope and sequence, correspondence with parents and students, examinations and quizzes, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements.

14. Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, harassment, zero tolerance offenses etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to state law and board policies.

15. Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.

16. Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, students, central office staff, etc.) for the purpose of resolving issues, providing information and/or direction.

17. Supports other classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans.

18. Participates in curriculum and other developmental programs.

19. Participates in faculty committees and the sponsorship of student activities.

20. Performs other duties as many, from time to time be assigned by the supervisor.
 
SUPPORT & EVALUATION
1. Lindop Mentoring Program
2. Danielson Framework for Teaching
3. Regular Professional Learning Communities (Data Dialogues, Strategic Planning etc.)
4. Peer Learning Groups
5. Content Area Team Meetings
6. Grade Level Team Meetings
 




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Openings as of 4/20/2025

Special Education Teacher-Middle School

JobID: 438

Position Type:
  Middle School Teaching


Date Posted:
  12/5/2024


Location:
  Lindop School District 92


Date Available:
  12/18/2024


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Lindop School District 92
Job Description
 
 
TITLE:    SPECIAL EDUCATION TEACHER

QUALIFICATIONS:    
1.    Current Illinois Professional Educator License (PEL) with LBS1 endorsement
2.    Bachelor’s or Master's Degree
3.    Previous successful experience working within Special Education preferred
4.    Experience working with diverse student populations

REPORTS TO:   Building Principal and Special Education Coordinator

FUNCTION: With a team of related service providers, write appropriate IEP goals. Work with Special Education Coordinator, Principal, and Curriculum Staff to modify curricular materials to meet each child's specific needs. Ensure that special education services and related services are provided to the child as outlined in the child’s IEP and assist the child to achieve the goals listed in the IEP.

RESPONSIBILITIES:

Professional Knowledge and Application:
The special education teacher is responsible to ensure that due process procedures and timelines comply with federal and state regulations, with the supervision and assistance of the building administration, and Special Education Coordinator.

The Special Education Teacher:
1. Demonstrates knowledge of IDEA, current legislation, regulations, policies, litigation, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized healthcare and assistive technology, to individuals with all types of disabilities across the age range.
2. Demonstrates deep and thorough knowledge of diverse student learners and differentiated instruction.
3. Understands characteristics of individuals with disabilities across the age range, including levels of severity and multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of language disorders, processing deficits, intellectual cognitive abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior.
4. Maintains accurate knowledge of typical developmental characteristics of the age group and exceptions to the general patterns; displaying knowledge of the extent to which individual students follow general patterns.
5. In consultation with designated reading and math specialists, develops observable/measurable goals that identify current levels of ability/performance and expected outcomes through growth, while assisting the team in clear wording to document student progress towards established benchmarks/objectives.  Goals are highly appropriate to the situation in the school and to the age of the student, developed following consultations with students, parents, and colleagues.
6. Consistently helps school personnel/IEP team members on educational goals and the implication of direct and related services as they relate to the education environment and IDEA.
7. Develops short and long-range plans consistent with curriculum/personal/social-emotional/medical goals, learners’ diversity, and learning theory; developed through collaboration with administration and teachers.
8. Demonstrates understanding of assessment methodologies that have been adapted for individual students as appropriate including physical adaptations to meet a student's individual needs; incorporating multiple sources of evidence and clear recommendations for improving services on an on-going basis.
9.  Demonstrates comprehensive preparation and participation for meetings/activities; displaying strong capabilities in presentation of information both verbally and in writing; creating well written reports reflective of student progress.

Learning Environment:
The special education teacher uses an understanding of individual, group motivation and behavior to create a safe school environment.  This environment creates a positive culture with active engagement in learning and self-motivation while managing classroom procedures and provides academic and social-emotional supports as needed.
1. Prepares or consults with the classroom teacher in preparing and arranging the classroom environment that promotes student learning and independences.
2. Establishes and shares classroom rules and behavioral expectations with students and team members.
3. Managers and monitors student behavior per classroom rules, student code of conduct, and behavior intervention plan.
4. Monitors the use and care of equipment and materials within the classroom environment to prevent injuries and damage.
5. Supervises, evaluates and plans assessments for teaching assistants.
6. Selects, orders, and inventories assessment materials, and classroom supplies.
7. Creates an environment where interactions with students and staff reflect mutual respect and dignity for all students.
8. Skillfully evaluates the environment on an ongoing formative basis and maintains a learning environment that meets the needs of students as they grow, develop, or change within academic and social-emotional well-being.
9. Physical space for services and assessment is highly organized and inviting; respecting aspects of organization, schedules, routines and transitions that promote development and learning.
10. Provides a daily routine and consistently adjusts the daily routine/structure to meet the needs of individual students, anticipates unexpected situations.

Delivery of Service and Practice:
The special education teacher will ensure the development, and implementation of Individualized Education Plans (IEPs) in compliance with federal, state, and local legislation and policies. This includes, but is not limited to, managing an individual student case load, providing direct service minutes, monitoring related service minutes, consultation with general education teachers, and collaboration and participation/facilitation in IEP, grade level team, problem solving, individual and team special service department meetings.
1. Ensures all due process procedures and timelines are met.
2. Responsible for establishing initial and ongoing communication with parents for student academic/behavior progress, questions, concerns, meetings and provisions within the IEP.
3. Maintain a special education caseload/class list. (Eligibility Criteria, Annual Review, Re-Evaluation Date, Direct/Related Service Minutes Per Week). Creates and maintains a special education file for each student(Most Recent IEP, Parent/Family contact information, communication log, work samples, assessment information, attendance, and discipline information).
4. Monitors the evaluation, annual review, reevaluation process and implementation of the IEP for consistency of related service, accommodations, and modifications.
5. Communicates with all staff who have contact with the student caseload regarding their individual responsibilities and the goals, accommodations, assessment information, and behavioral plans of the students.
6. Collects, analyzes, and reports data in a meaningful timely manner.
7. Provides current and updates case load data (number of students, direct/related service minutes, progress on goals, grades, discipline, behavior intervention plan, 1:1 aide).
8. Prepares for and/or facilitates IEP meetings.
9. Implements direct service minutes per the IEP.
10. Plans and implements daily lessons that align with research based curriculum and students’ individual goals and objectives.
11. Plans and implements group and individual lessons utilizing a variety of motivational and age appropriate materials for students to explore, manipulate and use learning activities.
12. Plans and designs lessons that incorporate questioning techniques to engage active participation of all learners.
13. Promotes a classroom culture that views all students as competent learners.
14. Instructs students in academic subjects using a variety of techniques/methodologies, to reinforce learning and to meet students’ varying needs and interests.
15. Facilitates problem solving necessary to improve academic/social performance based on data acquired through diagnostic, formative, authentic and summative assessments.
16. Completes ongoing assessment of students through progress monitoring, curriculum based measures, etc.
17. Incorporates technology into the classroom.
18. Assists students in activities of daily living.
19. Provides clear directions for classroom activities so students know what they are to do.
20. Instructs students in daily living skills, recreational/leisure activities, and self-advocacy to promote independence and self-sufficiency.
21. Establishes clear objectives for all lessons/units/projects and communicates those objectives to students and team members.
22. Coordinates the placement of students with disabilities into the general education settings with appropriate accommodations/modifications.
23. Conducts detailed and individualized assessment of student needs to contribute to program planning and instruction.

Collaborative Relationships
The special education teacher understands his or her role as a professional, establishing high standards of reciprocal collaborative relationships with students, families, community and educational personnel, and contributes to the development of relationship building.  The special education teacher/case manager understands self-reflection, the importance of active participation in problem solving teams; importance of the development of programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students.
1. Participates in building activities as required.
2. Attends and participates in IEP meetings, Grade Level Team Meetings, Problem Solving Team meetings, and the Lindop PAEC Committee Meeting.
3. Communicates and the referral process and provides the necessary forms to staff.
4. Enters and completes appropriate documentation and forms for the referral process, and all IEP meetings.
5. Collaborates with staff regarding pre-referral interventions.
6. Notifies team members and department of special services who need to attend IEP meetings.
7. Prepares for and/or facilitates IEP meetings.
8. Collaborates with the Special Services Department in establishing meeting times with parents and sending out meeting notices.
9. Completes applicable forms and documents within the IEP.
10. Collaborates with parents/guardians, administrators/team members to develop individual education plans for students’ educational, physical and social development.
11. Collaborates with parent/guardian/administration/team members to discuss students’ progress and determine priorities/additional supports and/or resources.
12. Keeps ongoing anecdotal records including both progress and behavior incidents and consequences.
13. Communicates with parent/guardian, administration and team members.
14. Prepares written reports for meetings and department reports as required.
15. Provides consultation to general education teachers, related service staff, and families regarding the implementation of services and supports within the IEP.
16. Continually assesses and takes an active role in communicating to problem solve with staff in order to best meet the educational needs of students.
17. Maintains appropriate documentation of family/teacher communications; displaying high priority of communication between home and school; as well as general teachers and educational personnel within the building.
18. Consults and collaborates with other school personnel in gathering and giving information for establishing and planning for respective roles in the modification of the student’s academic and social-emotional needs.
19. Collaborates with other school personnel to support students in establishing collaborative relationships with peers, adults and development of advocating for self as to the academic and social-emotional and needs within the educational setting and generalization to the community.

Professional Conduct, Leadership, and Professional Growth:
The special education teacher understands his or her role as a professional, maintains standards of professional conduct, and provides expertise and knowledge to improve students’ learning and well-being. The special education teacher understands self-reflection, the importance of efficient data collection and manipulation; constantly pursuing professional development opportunities and researched based supports in communication abilities.
1. Provides frequent and appropriate information to families about the information within student IEPs and conveys information about individual student progress in a culturally sensitive manner.
2. Maintains a highly systematic record keeping and data management system for monitoring student’s academic and social-emotional progress, including service logging, while consistently reflecting upon the best practice and refining services to meet needs of individual students.
3. Understands the scope of his or her practice and seeks additional resources and assistance as needed to meet the individualized needs of students; seeks out professional development strategies to stay current on researched based instructional strategies, services and professional growth; maintaining highly accurate reflection procedures and relying on an extensive repertoire to suggest alternative strategies.
4. Establishes a leadership role with colleagues and makes substantial contributions to School and District events.  Provides leadership in the development / improvement of School and District regulations and guidelines.
5. Demonstrates knowledge of resources, strategies, networks, organizations, and unique services that work with individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for transition age (14 ½ years old) students (local, state, and federal).
6. Demonstrates high professional judgment and advocates/models for others within the educational setting and community.
7. Demonstrates knowledge of rights to privacy, confidentiality, and respect for differences among all persons interacting with individuals with disabilities.
8. Provides leadership to others in maintaining ethical standards of medical practice and teaching.
9. Follows district guidelines for the identification, assessment and individual education plans for students qualifying or receiving special education services.
10. Observes and follows all Lindop policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance.
11. Other duties as assigned by the Lindop Administration.
 
 




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Openings as of 4/20/2025

Middle School Department Chair

JobID: 430

Position Type:
  Middle School Teaching


Date Posted:
  12/5/2024


Location:
  Lindop School District 92


Date Available:
  12/18/2024


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Qualifications: Professional Educator License (PEL) with middle grades endorsement in any of the following core content areas: ELA, Math, Science, or Social Studies; at least four years of middle school (grades 6-8) teaching experience with an overall summative rating of proficient or higher on the two most recent evaluations; demonstrated written and verbal communication skills with standardized grammar and a commitment to linguistic accuracy; demonstrated ability to lead the middle school inclusive of all aspects of student demographics: students with IEPs, 504s, multilingual learners, gifted learners or those learners who need enriching academic experiences beyond the Tier 1 core curriculum.
 
Job Description: The Middle School Department Chair collaborates with the building and district administration to guarantee the efficient functioning of the department and its instructional programs (inclusive of those that serve students with disabilities who have an IEP or a 504 plan, those who are multilingual learners, and those who are gifted or who need enriching academic experiences beyond the Tier 1 core curriculum). The Middle School Department Chair works closely and cooperatively with other teachers and the Principal to apply research-based strategies to develop, maintain, implement, and assess the district’s instructional programs. The Middle School Department Chair shares professional growth opportunities and current trends in core content areas (ELA, math, science, and social studies) with department members. The Middle School Department Chair coordinates, and attends regular department meetings per the master schedule and maintains notes and records for the department’s successful operation. The Middle School Department Chair participates in collaborative decision making within the team and school environments. They assist with coordinating building schedules for the middle school program’s efficient operation. They also assist the Principal with developing and updating necessary communication between the team and students and parents. Additionally, they serve as a representative on building and/or district level committees. The Middle School Department Chair works directly with the Principal to ensure a precise record of resources and supplies needed to effectively support instruction in the department.
 
Duties and Responsibilities
1. Models and lives a mission of academic excellence for every middle school child served by Lindop School.
2. Meets weekly with the Principal to report on and collaborate regarding the instructional program, including assessment schedules, data for all tiers of intervention, and ongoing middle school events such as graduation, or Middle School for Excellence, etc.
3. Plans and executes department meetings weekly, as scheduled on the master schedule. Shares feedback from topics covered at department meetings with the Principal to proactively address questions and concerns of staff.
4. Consults with administration regarding the annual master schedule, taking into account all the CBA requirements for planning time and lunch, state mandates for content, specials, special education and 504 services, social work needs, and related services for students who need them (OT/PT, Speech, etc.).
5. Coordinates and monitors passing periods in collaboration with the Principal to ensure that teachers and students are in class on time.
6. Proactively and professionally addresses collegial and professional issues within the team before they become a staff disciplinary action.
7. Supports department in adhering to bell-to-bell instruction.
8. Supports department in teaching to grade level standards.
9. Supports and monitors each department member in maintaining discipline records and parent contact records through EdClick.
10. Ensures that all department members establish a positive rapport with families.
11. Ensures that grades reflect an accurate report of learning and progress toward standards mastery in each core content area.
12. Supports and advises administration on student prescriptions, predicted standards, and curriculum planning and mapping work.
13. Leads department in implementing student prescriptions, predicted standards, and curriculum planning and mapping work.
14. Supports the planning, execution, and measurement of effectiveness of educational field trips that directly impact student learning.
15. Advises administration as needed on various topics that arise over time.
16. Engages in the educational mission and vision of the school and district.
17. Supports other initiatives and takes the lead on other duties as assigned by administration.
 
 




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Openings as of 4/20/2025

Middle School Science Teacher

JobID: 431

Position Type:
  Middle School Teaching


Date Posted:
  3/21/2025


Location:
  Lindop School District 92


Date Available:
  08/04/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
LINDOP SCHOOL DISTRICT 92
JOB DESCRIPTION
MIDDLE SCHOOL SCIENCE TEACHER


QUALIFICATIONS:
1. Valid State Teacher Certification Granted by the Professional Teaching Standards Board.
2. Middle School Science Endorsement.
3. Bachelor's Degree in job related area.

REPORTS TO: Building Principal
 
JOB GOAL: To help each pupil develop competence in basic understanding of the structure of science; to motivate each pupil to apply science in the solution of the practical problems; to encourage pupils to develop their special talents in the field of science.  
 
PERFORMANCE RESPONSIBILITIES:
1. Will be requested to teach root words and vocabulary lessons for Science RTI
2. Administers and develops subject specific assessments 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 in the home environment.
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. Counsels students for the purpose of improving performance, health status, problem solving techniques and a variety of personal issues.
7. Demonstrates and differentiates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addressing individual student requirements.
8. Directs assistant teachers, student teachers, instructional assistants, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
9. Instructs students for the purpose of improving their success in academics through a defined course of study.
10. Manages student behavior for the purpose of providing a safe and optimal learning environment.
11. Monitors students in a variety of educational environments (e.g. classroom, school grounds, hallways, restrooms, field trips, etc.) for the purpose of providing a safe and positive learning environment.
12. Participates in a variety of meetings and professional development activities for the purpose of conveying and/or gathering information required to perform functions.
13. Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
14. Prepares a variety of written materials (e.g. grades, lesson plans following scope and sequence, correspondence with parents and students, examinations and quizzes, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements.
15. Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, harassment, zero tolerance offenses etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to state law and board policies.
16. Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
17. Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, students, central office staff, etc.) for the purpose of resolving issues, providing information and/or direction.
18. Supports other classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans.
19. Participates in curriculum and other developmental program in faculty committees and the sponsorship of student activities.
20. Performs other duties as many, from time to time be assigned by the supervisor.

SUPPORT & EVALUATION
1. Lindop Mentoring Program
2. Danielson Framework for Teaching
3. Regular Professional Learning Communities (Data Dialogues, Strategic Planning etc.)
4. Peer Learning Groups
5. Content Area Team Meetings
6. Grade Level Team Meetings
7. Next Generation Science Standards
8. SEPUP Curriculum
 
 
 




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Openings as of 4/20/2025

Middle School Teacher Social Studies

JobID: 396

Position Type:
  Middle School Teaching


Date Posted:
  3/21/2025


Location:
  Lindop School District 92


Date Available:
  08/04/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Lindop School District 92
 
Job Description
 
Title:   Middle School Teacher Grades (5-8)
 
 
 
Qualifications:
 
• Valid Illinois Teaching Certificate  with Middle School grades (5-8) content endorsements
• Knowledge of Child Development
• Ability to work cooperatively with children and adults
• Ability to relate to parents and families
• Have quality written, verbal, and organizational skills
 
           
 
Reports To:Principal
 
Salary:  Teacher Salary Schedule
 
 
 
Job Goal:  To create a flexible program and classroom environment favorable to learning; to establish effective rapport with students; to motivate students to develop skills, attitudes and knowledge needed to be successful for the next steps in life; to establish relationships with parents and other staff members.
 
Key Duties & Responsibilities Include:
 
1. Effectively teach courses in social studies according to courses of study as adopted by the Board of Education and other appropriate learning activities.
2. Instruct students in citizenship, respect for others, safety, and basic subject matter specified in Illinois School Code and administrative regulations and procedures.
3. Develop a balanced social studies program involving factual background material, material on current events, discussion time, and laboratory experiences appropriate to social sciences; other suitable activities designed to encourage students to develop skills and attitudes, draw conclusions, and achieve improved interpersonal relationships.
4. Develop lesson plans and provide individualized and small group instruction in order to differentiate the curriculum to meet the needs of each student.
5. Develop knowledge of the purpose, structure,and operation of the American governmental and economic system, and the rights and responsibilities of the American citizenship.
6. Develop knowledge of the political and economic systems of other nations and their influence on personal freedom, education, and living standards of the people in those nations.
7. Develop knowledge, respect, and understanding of cultural groups throughout the world and emphasize the need for international cooperation.
8. Develop an understanding of the contributions of minority racial, gender, religious, and political groups to American culture, and the role of minorities in our present world.
9. Encourage students to become aware of the complexity and inter-relations of local, state, national, and world problems.
10. Participate in the School Improvement Planning process.
11. Create an effective environment for learning, efficiently utilizing the available time for instruction.
12. Evaluate student academic and social growth readjusting the teacher procedures to stimulate continuous progress.
13. Keep appropriate records and prepare progress reports.
14. Communicate with parents through a variety of means to discuss student progress and interpret the school program.
15. Provide learning experiences designed to meet individual needs through individual and/or group instruction and adapt, develop and use available materials (may include multimedia) and resources for students' different learning styles.
16. Establish and maintain standards of student behavior needed to achieve a functional learning atmosphere in and out of the classroom by providing a safe and secure environment for all school activities.
17. Select and requisition books and instructional aids; maintain required inventory.
18. Accommodations for IEP's, 504 plans and support students.
19. Create and maintain an active, responsive climate for learning through positive teacher-student rapport and consistent and positive classroom management.  Establish a good relationship through participation in faculty committees and meetings.  Identify student needs and cooperate with other professional staff members in assessing and helping students solve health, attitude, and learning problems.  Communicate with parents through a variety of means.  Work cooperatively with administrators, consultants, community members and colleagues.  Responsible for presenting a positive teacher image to community. 
20. Maintain professional competence through inservice education activities provided by the District and self-selected professional growth activities.
21. Participate cooperatively with the appropriate administrator throughout the evaluation process in conformance with the Board's policy on Evaluation of Professional Personnel.
22. Ability to accept changes in assignment, programs and materials.
23. Ability to adapt to different personalities in team teaching experiences.
24. Abide by the Code of Ethics.
25. Responsible for basic attendance accounting and other services as required.
26. Ensure a comfortable room environment through awareness of heating, lighting, ventilation and appropriate housekeeping.
27. Participate in faculty committees and the sponsorship of student activities.
28. Plan and coordinate the work of aides, teacher assistants, student teachers and other paraprofessionals as needed.
29. Participate in curriculum development programs as required.
30. Administer group standardized tests in accordance with District testing program.
31. Provide initial care in the event of an accident or injury in or out of the classroom until the arrival of the nurse or other emergency personnel.
32. Inspect District property and observe activities on District property for unsafe conditions which may lead to injury; correct any unsafe practices and conditions and to report all other potential safety hazards to their supervisors.
33. Work with supervisors to develop and maintain a program of safe conditions and practices for the welfare of the students, faculty, employees, volunteers, visitors and other invitees.
34. Experience with Rti Interventions and small group SRA reading groups along with experience in working with data teams.
 
Other Duties as Assigned:  Assumes other responsibilities as determined by the Superintendent.    
 
 
 
Evaluation:  Performance evaluated in accordance with the provisions of the District Evaluation Plan. 
 
 



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Openings as of 4/20/2025

School Social Worker

JobID: 202

Position Type:
  Student Support Services/Social Worker


Date Posted:
  3/21/2025


Location:
  Lindop School District 92


Date Available:
  08/04/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Title:   School Social Worker
 
 
Qualifications:
 
• Illinois PEL with School Social Worker endorsement
• Possession of a Masters Degree in social work
• Evidence of knowledge of special education programs
• Ability to work cooperatively with children and adults
• Ability to relate to parents and families
• Have quality written, verbal, and organizational skills
• Must have knowledge of Special Education Law and Special Education Background
• Case Manager Experience
• Must have knowledge of Special Education Programs and Process
 
           
 
Reports To: Coordinator of Special Services and Principal
 
Salary:  Teacher Salary Schedule
 
 
 
Job Goal:   To enhance the educational and psycho-social development of all school-age children and to be involved in social action designated to improve educational and psycho-social conditions for children and families.
 
 
 
Key Duties & Responsibilities Include:
 
1. Provides social work counseling to students.
2. Provides psycho-social assessment and diagnosis of behavioral disabilities with recommendations.
3. Provides periodic re-evaluations.
4. Participates in case conferences involving cooperation with other student personnel workers, school personnel and community agencies.
5. Makes referral to public or private agencies with appropriate follow-up.
6. Serves as a liaison between school, family and community resources.
7. Serves as a source of information regarding community resources.
8. Maintain case history records and prepare reports.
9. Counsel students whose behavior, school progress, or mental or physical impairment indicate a need for assistance, diagnosing students' problems and arranging for needed services.
10. Maintains appropriate school records and provides written reports and communications.
11. Participation as a resource person in in-service training and planning.
12. An understanding of the IEP process.
13. Participates in the Individual Education Plan (IEP) process as required.
14. Leadership skills in working with individuals and groups (i.e. initiating individual or group discussion, listening, clarifying and facilitating interactions and sharing of ideas).
15. Ability to prepare social and family histories and cooperates on the formulation of committee reports.
16. Social work case reporting and writing skills.
17. Ability to counsel students, parents, staff and lay persons individually and in groups.
18. Skills in conducting effective meetings and conferences (including the resolution of disagreements).
19. Skill in socio-environmental analysis and diagnosis on problem students.
20. A knowledge of community resources.
21. Skill in communicating concepts and information accurately orally or in writing, including formal statistical reports.
22. Ability to demonstrate effective liaison relationships with parents, schools and agencies.
23. Ability to coordinate activities from many sources for the benefit of an individual student, and to make arrangements for groups of students.
24. Ability to aid in program development.
25. Skills in supervising and motivating school social work interns.
26. Performs other duties as assigned.
27. Experience with Rti Interventions and small group SRA reading groups along with experience in working with data teams.
 
 
 
Other Duties as Assigned:  Assumes other responsibilities as determined by the Superintendent.    
 
 
 
Evaluation:  Performance evaluated in accordance with the provisions of the District Evaluation Plan. 



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Openings as of 4/20/2025

Long Term Substitute Teacher

JobID: 323

Position Type:
  Substitute


Date Posted:
  12/5/2024


Location:
  Lindop School District 92


Date Available:
  12/18/2024


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
TITLE:  Long Term Substitute Teacher
 
QUALIFICATIONS:
1. Valid State Teacher Certification Granted by the Professional Teaching
Standards Board 
1. Bachelor's Degree
2. Other qualifications as the Superintendent and Board of Education may find appropriate.
 
REPORTS TO: Building Principal
 
JOB GOAL: To help students learn subject matter and skills that will contribute to their educational and social development when the assigned teacher is on leave.
 
PERFORMANCE RESPONSIBILITIES:
1. Follow all rules, policies and procedures of Lindop School District 92, along with state and federal regulations pertaining to school issues.
2. Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of students and is compatible with the school, district and state guidelines.
3. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
4. Guide 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.
5. Employ instructional methods and materials that are most appropriate for meeting stated objectives.
6. Assess the accomplishments of students on a regular basis and provide progress reports as required.
7. Counsel with colleagues, students, and/or parents on a regular basis.
8. Assist the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom, develop reasonable rules of classroom behavior and procedure, and maintain order in the classroom in a fair and just manner.
9. Plan and supervise purposeful assignments for teacher assistants.
10. Attend staff meetings and carries out non­instructional duties as required or assigned.
11. Perform related duties and responsibilities as required by the Principal.  

 




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Openings as of 4/20/2025

Substitute Teacher

JobID: 182

Position Type:
  Substitute/Substitute Teacher


Date Posted:
  12/5/2024


Location:
  Lindop School District 92


Date Available:
  12/18/2024


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Description:  Lindop School District 92 seeks substitute teachers for the current school year. Job Summary:We are in need of Pre K - 8th Grade substitutes.  Substitutes report at 8:15AM.  Instruction begins at 8:25 and ends at 3:30PM.  Daily rate of pay is $150.00 per day and $200.00 after the tenth day.
Qualifications:
Certification, fingerprinting and background checks are completed through the West 40 Regional Office of Education.
Working Conditions:

Application Procedure: 
Applications can be completed online by visiting www.lindop92.net
Selection Procedure:




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Openings as of 4/20/2025

School Bus Driver

JobID: 424

Position Type:
  Support Staff


Date Posted:
  12/5/2024


Location:
  Lindop School District 92


Date Available:
  12/18/2024


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Reports to: Director of Buildings and Ground and Business Manager
 
School Bus Driver Job Description
 
General Summary:
Under the general supervision of the Director of Buildings and Ground has primary responsibility for ensuring the health, safety, and welfare of the children, staff, and volunteers during school bus transportation to and from events. It is also the role of the Bus driver to guarantee the bus is always clean and in proper working condition; determine and follow safe and efficient bus routes; ensure all children are in age-appropriate child safety restraints; maintain all transportation records required by the program.
Essential Functions:
              General
• Ensures the safety and well-being of children and adults being transported to and from the program and events.
• Follow safety rules as students board and exit buses or cross streets near bus stops
• Comply with traffic regulations to operate vehicles in a safe and courteous manner
• Pick up and drop off students at regularly scheduled neighborhood locations, following strict time schedules
• Maintain order among pupils during trips to ensure safety.
• Report delinquent student behaviors to school administration.
• Report delays, accidents, or other traffic and transportation situations, using telephones or mobile two-way radios
• Completes a comprehensive inspection of the bus daily, reporting any conditions of concern to the Director or delegated staff person, before transporting children.
• Ensures that the communication device (e.g., two-way radio(walkie), cellular phone are in good working condition and promptly report any problems with same.
• Arranges for and ensures completion of routine maintenance of bus, transporting the bus to and from maintenance and/or repair faclities.
• Follows procedures to guarantee no child is left alone on bus without adult supervision at any time, including insuring all children have departed bus at the end of all bus routes by conducting physical and visual inspection of entirety of bus interior.
• In the event of an accident, ensure that medical emergency procedures are followed; complete a written accident report as required by applicable district procedure.
• Attends and participates in center pre-service and in-service trainings, and other continuing education career education, career, and professional development opportunities.
•  
• Guarantee that the bus is clean and in proper working condition, reporting any concerns to the business office.
• Participates in random drug screening.
 
Physical
• Job involves prolonged sitting and regular use of eyes, ears, arms and legs to safely operate bus; Standing, walking and some climbing of stairs required to access bus and to conduct physical inspections of bus interior.
Qualifications:
Possess a current CDL, hold a current School Bus Driver’s permit, and be certified in First Aid and CPR for all age groups transported. Entry-Level Driver Training with School Bus Endorsement.  Employment contingent upon successful completion of criminal background check, employment history review, and Mandatory Pre-Employment Drug Screening.
Experience:        
Successful experience as a School Bus Driver preferred. Effective oral and written communication skills commensurate with the responsibilities of the position are required. Bilingual, both oral and written, ability (English/Spanish) is preferred but not required.
 





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Openings as of 4/20/2025

Paraprofessional

JobID: 432

Position Type:
  Support Staff/Teacher Assistant


Date Posted:
  12/5/2024


Location:
  Lindop School District 92


Date Available:
  12/18/2024


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Lindop School District 92
Job Description
 

Title: PARAPROFESSIONAL
 
QUALIFICATIONS:   
• Experience working with children and youth preferred
• Endorsements: Paraprofessional certification registered with ISBE required
 
REPORTS TO:   Building Principal

 
SALARY AND BENEFITS: Hourly wage between $15.00-$17.00, 100% Board paid Illinois Municipal Retirement Fund (IMRF) contribution, Contribution toward single health premium, sick days, personal days, and term life insurance coverage.

 
RESPONSIBILITIES:
 
• Ability to work effectively in team environment providing responsive instructional and behavior support to assigned student(s)
• Knowledge of positive behavior and intervention strategies to motivate students
• Ability to effectively communicate with teachers, parents and administration
• Assist student(s) with classroom activities under the direction of certified teacher
• Assists with instructional modifications recommended by planning team
• Assist with reading and math interventions
• Participates in appropriate staff development programs
• Assists teacher in duties related to the supervision of lunchroom, playground, and bus activities
• Assists with the behavioral management system under the direction of the teacher
• Assists with daily charting of academic and behavioral progress
• Assist students with dressing, undressing, feeding, toileting, and health needs, as necessary which may include bending, stooping, turning or lifting
• Performs any other duties as assigned by supervisor/designee
• Is sensitive to the needs of students
• Prepares materials and/or works under the supervision of the teacher(s)
• Reinforces concepts and skills introduced by teacher(s)
• Performs routine clerical task
• Assists in maintaining an orderly and neat classroom
• Attends faculty and special meetings as specified by the principal and/or teacher(s)
• Follows building and classroom procedures established by the principal and teacher(s)
• Participates in professional development as directed by his/her supervisor
• Performs other related duties as assigned by the teacher(s) and/or principal





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Openings as of 4/20/2025

Bi-lingual Paraprofessional

JobID: 439

Position Type:
  Support Staff/Teacher Assistant


Date Posted:
  12/5/2024


Location:
  Lindop School District 92


Date Available:
  12/18/2024


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Lindop School District 92
Job Description
 

Title: PARAPROFESSIONAL
 
QUALIFICATIONS:   
• Experience working with children and youth preferred
• Endorsements: Paraprofessional certification registered with ISBE required
 
REPORTS TO:   Building Principal

 
SALARY AND BENEFITS: Hourly wage between $15.00-$17.00, 100% Board paid Illinois Municipal Retirement Fund (IMRF) contribution, Contribution toward single health premium, sick days, personal days, and term life insurance coverage.

 
RESPONSIBILITIES:
 
• Ability to work effectively in team environment providing responsive instructional and behavior support to assigned student(s)
• Knowledge of positive behavior and intervention strategies to motivate students
• Ability to effectively communicate with teachers, parents and administration
• Assist student(s) with classroom activities under the direction of certified teacher
• Assists with instructional modifications recommended by planning team
• Assist with reading and math interventions
• Participates in appropriate staff development programs
• Assists teacher in duties related to the supervision of lunchroom, playground, and bus activities
• Assists with the behavioral management system under the direction of the teacher
• Assists with daily charting of academic and behavioral progress
• Assist students with dressing, undressing, feeding, toileting, and health needs, as necessary which may include bending, stooping, turning or lifting
• Performs any other duties as assigned by supervisor/designee
• Is sensitive to the needs of students
• Prepares materials and/or works under the supervision of the teacher(s)
• Reinforces concepts and skills introduced by teacher(s)
• Performs routine clerical task
• Assists in maintaining an orderly and neat classroom
• Attends faculty and special meetings as specified by the principal and/or teacher(s)
• Follows building and classroom procedures established by the principal and teacher(s)
• Participates in professional development as directed by his/her supervisor
• Performs other related duties as assigned by the teacher(s) and/or principal





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