Frontline Applicant Tracking - Northwest Suburban Special Education Organization

Openings as of 3/30/2025

OCCUPATIONAL THERAPIST for 2025-2026 SY

JobID: 1458

Position Type:
  Related Services/Occupational Therapist


Date Posted:
  2/24/2025


Location:
  DESC


Date Available:
  2025-2026


  Additional Information:  Show/Hide
GENERAL INFORMATION:

Title................................................................. Occupational Therapist
Licensure........................................................ IDFPR License & Certification from the NBCOT
Endorsement.................................................. None
Classification.................................................. Certified/Licensed  – 10 month – 195 days
FLSA Status................................................... Exempt
Reports to...................................................... Program Administrator
Salary Classification...................................... NSSEA Salary Schedule – starting at Lane V Step 0 - $57,791/an
Benefits......................................................... As per the NSSEA Collective Bargaining Agreement
Reviewed/Revised........................................ 3/2023


PURPOSE:

The Occupational Therapist is a member of a multidisciplinary school team that assists in identifying students who require additional support to successfully participate in their educational environment. Occupational therapists use their expertise to support academic and non-academic outcomes, facilitate fine motor, visual motor development and sensory motor performance; promote independence in activities of daily living and pre-vocational skills; improve functional skills through training, adaptations and use of specialized equipment. This position requires direct interaction with the students, as well as the development and implementation of educational plans with teachers, administrators, and parents.


ESSENTIAL FUNCTIONS:

• Provides appropriate motor, sensory and functional assessments to assist in determining student’s eligibility for special education and their educational needs. Participates on Student Service Teams to assist in identifying students who may require further assessment.
• Develops measurable school-based goals based on student needs and input from educational team. Develops treatment plans, interventions and strategies to meet established goals, monitors progress towards these and ensures compliance with regulatory requirements.
• Collaborates with educational team to develop and implement strategies and techniques to support student’s educational program including but not limited to adaptations, accommodations, positioning and equipment related to environmental and or physical needs.
• Provides instruction and models for staff and students on the use of assistive devices adaptations and accommodations.
• Interprets medical and academic reports for the purpose of providing information and/or ensuring that treatment/intervention plans are appropriate.
• Maintains files and /or records in accordance with Illinois Occupational Therapy Practice Act, NSSEO and Member District policies.
• Demonstrates excellent verbal communication skills. Is able to explain evaluation information and goals in clear understandable way to audience. May lead training sessions for staff and share information from workshops attended. Demonstrates excellent writing skills.
• Provides direct and consultative occupational therapy services to meet established goals.
• Participates in school and district MTSS, PBIS, and Nonviolent Crisis Interventions (NVCI) as needed. Attends required staff and district meetings.
• Researches resources and methods to ensure best practices are utilized.
• Supervises and direct the work of assigned Occupational Therapy Students, volunteers, Certified Occupational Therapy Assistants (COTAs) and/or classroom aides for the purpose of providing guidance and ensuring that program objectives are achieved.
• Maintains confidentiality per FERPA and HIPAA regulations. Obtains necessary releases of information documents prior to exchanges with outside professionals.
• Maintains safe and clean environment. Protects students and staff by adhering to infection control policies and student health plans.
 

OTHER FUNCTIONS:

• Assume appropriate roles as adult model, behavior manager and therapist.
• Assume other duties and special projects as assigned.
• Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois.


 
WORKING ENVIRONMENT:

• To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are frequently required.
• To perform the most physically demanding job functions, the physical capability of climbing is occasionally required and balancing is frequently required.
• To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is frequently required.
• To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are frequently required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is occasionally present.
• Frequency of exposure to injury to self and/or others is occasionally or frequently present.
 

MINIMUM QUALIFICATIONS:

• Current license from the State of Illinois, Department of Financial and Professional Regulation (IDFPR).
• Current certification from the National Board for Certification in Occupational Therapy (NBCOT).
• Must be physically able to provide therapy to students ages 2 through 21.
• Ability to travel within NSSEO and districts and move about NSSEO and district buildings as necessary.
• Pediatric and special education experience preferred.
• Thorough knowledge of the philosophy, principles and practices of Occupational Therapy as it relates to school-based practice.
• Knowledge of specialized equipment related to adaptive equipment, technology and positioning, and skills to use appropriately.
• Knowledge of typical and atypical motor development.
• Knowledge of current federal and state laws related to the education of students with disabilities.
• Ability to present ideas effectively, both orally and in written form, complete evaluations within specified timeframes, and make data driven decisions for activities and interventions.
• Demonstrate the ability to independently problem-solve, create schedules and manage time.
• Demonstrate the ability to communicate and work collaboratively with students, parents and professional staff.
 




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Openings as of 3/30/2025

TEACHER FOR STUDENTS WHO ARE BLIND OR VISUALLY IMPAIRED

JobID: 1379

Position Type:
  Teacher/Teacher of the Visually Impaired


Date Posted:
  7/1/2024


Location:
  DESC


Date Available:
  08/12/2024


  Additional Information:  Show/Hide
GENERAL INFORMATION:

Title……………………………………………..Teacher of Students who are Blind or Visually Impaired
Licensure……………………………………… Professional Educator License (PEL), Licensure in Orientation & Mobility Preferred
Endorsement…………………………………. Teacher of Students Who Are Visually Impaired
Classification…………………………………. Certified Licensed – 10 months – 195 days
FLSA Status……………………………..…… Exempt
Reports to…………………………………..... Program Administrator/Coordinator
Salary Classification...………………………. NSSEO Salary Schedule
Reviewed/Revised.………………………….. 3/2023

PURPOSE:

The Teacher of the Visually Impaired will provide specialized instruction and services to meet the unique educational needs of students with visual impairments ages 3-21 by developing, selecting and modifying instructional plans and materials of students utilizing Braille, large print and technological devices.  Teachers will provide input regarding the planning of instructional goals, benchmarks/objectives, and methods regarding students’ Individualized Education Plans (IEPs). Teachers of the Visually Impaired will conduct functional vision/learning media assessments and provide interpretations of assessments on the impact on students’ learning. 

ESSENTIAL FUNCTIONS:

• Provide specialized instruction and services required to meet the unique educational needs of students with visual impairments.
• Assists the student, parents, special and general education personnel, and the student's sighted peers in understanding the unique educational needs and learning characteristics of visually impaired students.
• Provide information about services and support available from local programs for visually impaired students.
• Acquire information regarding local, state, and national resources for the education of visually impaired students.
• Interpret specific eye conditions and the educational implication of the visual impairment and the results of functional vision and learning media assessments.
• Consult regularly with the classroom teacher, other regular and special education personnel, parents, and others to coordinate programs and services for the visually impaired student.
• Assist the site administrator and teachers in making environmental adjustments for the student in the school.
• Share responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance.
• Coordinate large-type or Braille texts, supplementary materials, educational, aids, and equipment needed by the visually impaired student, and the classroom teacher, are provided in a timely manner to ensure the student's maximum participation.
• Provide instruction in the development and maintenance of skills as indicated in the IEP; low vision and visual efficiency skills, concept development and academic skills, daily living skills, communication skills, social/emotional skills and abilities, and sensory motor skills.
• Collaborative with Individual Education Plan (IEP) team in developing student IEPs, including goals and supplementary aids and services.
• Compile and analyze data on student progress and use response to intervention to adjust interventions or strategies as indicated.
• Proficiently implement technology to enhance and provide access to students’ instructional programs, communicate, collect and analyze data, and compile reports.
• Maintains appropriate student behavior control and establish a productive classroom or learning environment.
• Participate in team meetings and parent conference.
 
OTHER FUNCTIONS:

• Assume appropriate roles as adult model, behavior manager and educator.
• Assume responsibility for continued professional growth.
• Assume other duties and special projects as assigned.
• Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois.


WORKING ENVIRONMENT:

• To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are occasionally required.
• To perform the most physically demanding job functions, the physical capabilities of climbing and balancing are seldom required.
• To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is seldom required.
• To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present.
• Frequency of exposure to injury to self and/or others is seldom or not present.
 
MINIMUM QUALIFICATIONS:

• Valid Professional Educators License (PEL) with an endorsement for a Teacher of Students Who Are Visually Impaired.
• Participate in twelve (12) hours of Crisis Prevention Intervention (CPI) training and techniques.
• Licensure in Orientation and Mobility preferred.
• Collaborate effectively with students, parents and other professionals.
 
 
SPECIFIC REQUIREMENTS:

Specific skills related to proficient use of technology systems, computers and electronic communication devices and the ability to develop, implement, modify and assess student academic progress. Continued need to attend training and participate in professional development in order to update knowledge and to implement the curriculum and positive behavioral interventions effectively to meet the changing needs of students.

Ability is required to independently problem-solve, schedule daily activities, model good communication and to communicate and work effectively with professional staff and parents. Ability is required to monitor student academic performance and behaviors across setting and to physically position and manipulate students as necessary.

Responsibilities include: completing IEP updates within specified timeframes, working collaboratively with team members, parents, and administration, managing time and schedule efficiently, planning and implementing appropriate lesson plans, managing classroom aides and scheduling appropriate activities, using specialized equipment effectively, maintaining confidentiality, meeting deadlines and schedules and making data-driven decisions for meaningful educational activities.
 


Attachment(s):
• TEACHER OF STUDENTS WHO ARE BLIND OR VISUALLY IMPAIRED.pdf



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Openings as of 3/30/2025

TEACHER FOR STUDENTS WHO ARE BLIND OR VISUALLY IMPAIRED for 2025-2026 SY

JobID: 1449

Position Type:
  Teacher/Teacher of the Visually Impaired


Date Posted:
  1/23/2025


Location:
  DESC


Date Available:
  2025-2026


  Additional Information:  Show/Hide
GENERAL INFORMATION:

Title.............................................................. Teacher of Students who are Blind or Visually Impaired
Licensure..................................................... Professional Educator License (PEL), Licensure in Orientation & Mobility Preferred
Endorsement............................................... Teacher of Students Who Are Visually Impaired
Classification............................................... Certified Licensed – 10 months – 195 days
FLSA Status................................................ Exempt
Reports to.................................................... Program Administrator/Coordinator
Salary Classification.................................... Per NSSEA Salary Schedule - starting at Lane I Step 0 - $48,720/an
Benefits....................................................... Per NSSEA Collective Bargaining Agreement
Reviewed/Revised....................................... 3/2023

PURPOSE:

The Teacher of the Visually Impaired will provide specialized instruction and services to meet the unique educational needs of students with visual impairments ages 3-21 by developing, selecting and modifying instructional plans and materials of students utilizing Braille, large print and technological devices.  Teachers will provide input regarding the planning of instructional goals, benchmarks/objectives, and methods regarding students’ Individualized Education Plans (IEPs). Teachers of the Visually Impaired will conduct functional vision/learning media assessments and provide interpretations of assessments on the impact on students’ learning. 

ESSENTIAL FUNCTIONS:

• Provide specialized instruction and services required to meet the unique educational needs of students with visual impairments.
• Assists the student, parents, special and general education personnel, and the student's sighted peers in understanding the unique educational needs and learning characteristics of visually impaired students.
• Provide information about services and support available from local programs for visually impaired students.
• Acquire information regarding local, state, and national resources for the education of visually impaired students.
• Interpret specific eye conditions and the educational implication of the visual impairment and the results of functional vision and learning media assessments.
• Consult regularly with the classroom teacher, other regular and special education personnel, parents, and others to coordinate programs and services for the visually impaired student.
• Assist the site administrator and teachers in making environmental adjustments for the student in the school.
• Share responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance.
• Coordinate large-type or Braille texts, supplementary materials, educational, aids, and equipment needed by the visually impaired student, and the classroom teacher, are provided in a timely manner to ensure the student's maximum participation.
• Provide instruction in the development and maintenance of skills as indicated in the IEP; low vision and visual efficiency skills, concept development and academic skills, daily living skills, communication skills, social/emotional skills and abilities, and sensory motor skills.
• Collaborative with Individual Education Plan (IEP) team in developing student IEPs, including goals and supplementary aids and services.
• Compile and analyze data on student progress and use response to intervention to adjust interventions or strategies as indicated.
• Proficiently implement technology to enhance and provide access to students’ instructional programs, communicate, collect and analyze data, and compile reports.
• Maintains appropriate student behavior control and establish a productive classroom or learning environment.
• Participate in team meetings and parent conference.
 
OTHER FUNCTIONS:

• Assume appropriate roles as adult model, behavior manager and educator.
• Assume responsibility for continued professional growth.
• Assume other duties and special projects as assigned.
• Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois.


WORKING ENVIRONMENT:

• To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are occasionally required.
• To perform the most physically demanding job functions, the physical capabilities of climbing and balancing are seldom required.
• To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is seldom required.
• To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present.
• Frequency of exposure to injury to self and/or others is seldom or not present.
 
MINIMUM QUALIFICATIONS:

• Valid Professional Educators License (PEL) with an endorsement for a Teacher of Students Who Are Visually Impaired.
• Participate in twelve (12) hours of Crisis Prevention Intervention (CPI) training and techniques.
• Licensure in Orientation and Mobility preferred.
• Collaborate effectively with students, parents and other professionals.
 
 
SPECIFIC REQUIREMENTS:

Specific skills related to proficient use of technology systems, computers and electronic communication devices and the ability to develop, implement, modify and assess student academic progress. Continued need to attend training and participate in professional development in order to update knowledge and to implement the curriculum and positive behavioral interventions effectively to meet the changing needs of students.

Ability is required to independently problem-solve, schedule daily activities, model good communication and to communicate and work effectively with professional staff and parents. Ability is required to monitor student academic performance and behaviors across setting and to physically position and manipulate students as necessary.

Responsibilities include: completing IEP updates within specified timeframes, working collaboratively with team members, parents, and administration, managing time and schedule efficiently, planning and implementing appropriate lesson plans, managing classroom aides and scheduling appropriate activities, using specialized equipment effectively, maintaining confidentiality, meeting deadlines and schedules and making data-driven decisions for meaningful educational activities.
 


Attachment(s):
• TEACHER OF STUDENTS WHO ARE BLIND OR VISUALLY IMPAIRED.pdf



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Openings as of 3/30/2025

0.4 FTE - TEACHER FOR STUDENTS WHO ARE BLIND OR VISUALLY IMPAIRED for 2025-2026 SY

JobID: 1450

Position Type:
  Teacher/Teacher of the Visually Impaired


Date Posted:
  1/23/2025


Location:
  DESC


Date Available:
  2025-2026


  Additional Information:  Show/Hide
GENERAL INFORMATION:

Title.............................................................. Teacher of Students who are Blind or Visually Impaired - 0.4 FTE
Licensure..................................................... Professional Educator License (PEL), Licensure in Orientation & Mobility Preferred
Endorsement............................................... Teacher of Students Who Are Visually Impaired
Classification............................................... Certified Licensed – 10 months – 195 days
FLSA Status................................................ Exempt
Reports to.................................................... Program Administrator/Coordinator
Salary Classification.................................... Per NSSEA Salary Schedule - starting at Lane I Step 0 - $48,720/an
Benefits....................................................... Per NSSEA Collective Bargaining Agreement
Reviewed/Revised....................................... 3/2023

PURPOSE:

The Teacher of the Visually Impaired will provide specialized instruction and services to meet the unique educational needs of students with visual impairments ages 3-21 by developing, selecting and modifying instructional plans and materials of students utilizing Braille, large print and technological devices.  Teachers will provide input regarding the planning of instructional goals, benchmarks/objectives, and methods regarding students’ Individualized Education Plans (IEPs). Teachers of the Visually Impaired will conduct functional vision/learning media assessments and provide interpretations of assessments on the impact on students’ learning. 

ESSENTIAL FUNCTIONS:

• Provide specialized instruction and services required to meet the unique educational needs of students with visual impairments.
• Assists the student, parents, special and general education personnel, and the student's sighted peers in understanding the unique educational needs and learning characteristics of visually impaired students.
• Provide information about services and support available from local programs for visually impaired students.
• Acquire information regarding local, state, and national resources for the education of visually impaired students.
• Interpret specific eye conditions and the educational implication of the visual impairment and the results of functional vision and learning media assessments.
• Consult regularly with the classroom teacher, other regular and special education personnel, parents, and others to coordinate programs and services for the visually impaired student.
• Assist the site administrator and teachers in making environmental adjustments for the student in the school.
• Share responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance.
• Coordinate large-type or Braille texts, supplementary materials, educational, aids, and equipment needed by the visually impaired student, and the classroom teacher, are provided in a timely manner to ensure the student's maximum participation.
• Provide instruction in the development and maintenance of skills as indicated in the IEP; low vision and visual efficiency skills, concept development and academic skills, daily living skills, communication skills, social/emotional skills and abilities, and sensory motor skills.
• Collaborative with Individual Education Plan (IEP) team in developing student IEPs, including goals and supplementary aids and services.
• Compile and analyze data on student progress and use response to intervention to adjust interventions or strategies as indicated.
• Proficiently implement technology to enhance and provide access to students’ instructional programs, communicate, collect and analyze data, and compile reports.
• Maintains appropriate student behavior control and establish a productive classroom or learning environment.
• Participate in team meetings and parent conference.
 
OTHER FUNCTIONS:

• Assume appropriate roles as adult model, behavior manager and educator.
• Assume responsibility for continued professional growth.
• Assume other duties and special projects as assigned.
• Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois.


WORKING ENVIRONMENT:

• To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are occasionally required.
• To perform the most physically demanding job functions, the physical capabilities of climbing and balancing are seldom required.
• To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is seldom required.
• To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present.
• Frequency of exposure to injury to self and/or others is seldom or not present.
 
MINIMUM QUALIFICATIONS:

• Valid Professional Educators License (PEL) with an endorsement for a Teacher of Students Who Are Visually Impaired.
• Participate in twelve (12) hours of Crisis Prevention Intervention (CPI) training and techniques.
• Licensure in Orientation and Mobility preferred.
• Collaborate effectively with students, parents and other professionals.
 
 
SPECIFIC REQUIREMENTS:

Specific skills related to proficient use of technology systems, computers and electronic communication devices and the ability to develop, implement, modify and assess student academic progress. Continued need to attend training and participate in professional development in order to update knowledge and to implement the curriculum and positive behavioral interventions effectively to meet the changing needs of students.

Ability is required to independently problem-solve, schedule daily activities, model good communication and to communicate and work effectively with professional staff and parents. Ability is required to monitor student academic performance and behaviors across setting and to physically position and manipulate students as necessary.

Responsibilities include: completing IEP updates within specified timeframes, working collaboratively with team members, parents, and administration, managing time and schedule efficiently, planning and implementing appropriate lesson plans, managing classroom aides and scheduling appropriate activities, using specialized equipment effectively, maintaining confidentiality, meeting deadlines and schedules and making data-driven decisions for meaningful educational activities.
 


Attachment(s):
• TEACHER OF STUDENTS WHO ARE BLIND OR VISUALLY IMPAIRED.pdf



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Print Version