Openings as of 4/29/2025

SUBSTITUTE EDUCATIONAL INTERPRETER

JobID: 1372

Position Type:
  Substitute/Substitute Educational Interpreter


Date Posted:
  6/10/2024


Location:
  Deaf and Hard of Hearing Program


Date Available:
  08/15/2024


  Additional Information:  Show/Hide

SUBSTITUTE EDUCATIONAL INTERPRETER

GENERAL INFORMATION:

Title……………………………………………..Substitute Educational Interpreter
Licensure……………………………………….Illinois State Board of Education Interpreter Approval
Endorsement………………………………….. No Endorsements Required
Classification…………………………………...Substitute
FLSA Status…………………………………… Exempt
Reports to……………………………………... Program Coordinator
Salary Classification...………………………….Hourly at current Substitute Educational Interpreter Rate
Reviewed/Revised.……………………………..2/2023


PURPOSE:
The Substitute Educational Interpreter transmits messages and environmental cues via a language or code that best meets the needs of the receiver in both academic and non-academic settings. The interpreter is expected to establish and maintain effective, appropriate working relationships with students, parents, and staff. The position calls upon the interpreter to exercise initiative, independent judgment, and discretion in performance of duties. The Educational Interpreter is guided by best practice and by codes of ethics that are outlined by his or her professional organizations.

ESSENTIAL FUNCTIONS:
• Interprets teacher’s and other students’ comment to program students during classroom activities.
• Interprets program students’ comments to teachers during classroom activities.
• Reviews coursework materials in advance so that classroom activities can be conveyed clearly and accurately.
• Researches and chooses signs to convey clear meanings in all settings.
• Provides note taking or arranges note taking services.
• Facilitates academic and personal communication for program students by providing interpreting services during tutoring sessions, counseling sessions, annual reviews, school assemblies, and after school activities.
• Provides information about students’ communication and language needs consistent with the team’s direction to teachers in mainstream classes.
• Exhibits knowledge of the language and communication needs of students who are deaf/hard of hearing and the ability to communicate with students who are deaf/hard of hearing.
• Exhibits knowledge of the unique nature of educational interpreting/transliterating.
• Exhibits exemplary interpersonal skills in dealing with students, staff, and parents
• Projects a positive image of the district to students, staff, and parents as well as exhibiting a positive and collaborative attitude on the job.
• Educates students and staff in the strategies, processes, and protocol for using an Interpreter.
• Advocates for communication access and models self-advocacy skills.
• Participates in professional growth activities.
• Participates in staff and building meetings as appropriate and as requested by teachers or by Program Supervisor.
 
OTHER FUNCTIONS:
• Act as a positive role model for students.
• Maintain confidentiality regarding work with special needs student.
• 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:
• Have or obtain the Illinois State Board of Education Educational Interpreter Approval
• Ability to read, write and communicate in English to understand directions and communicate with students and staff.
• Ability to make minor decisions in accordance with established procedures.
• Ability to participate in NSSEO approved behavior management procedures, Nonviolent Crisis Intervention (NVCI) and to apply training in crisis situations including student restraints as needed.
 



Attachment(s):
• EDUCATIONAL INTERPRETER.pdf



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Openings as of 4/29/2025

Substitute Signing Classroom Assistant

JobID: 1371

Position Type:
  Substitute/Substitute Signing Classroom Aide


Date Posted:
  6/10/2024


Location:
  Deaf and Hard of Hearing Program


Date Available:
  08/15/2024


  Additional Information:  Show/Hide
JOB DESCRIPTION           SUBSTITUTE CLASSROOM SIGNING AIDE
 
Purpose: The Classroom Signing Aide’s primary role is to assist in all aspects of the daily instructional program for students who are deaf or hard of hearing. The classroom signing aide may be responsible for an individual student or small group instruction under the direct or indirect supervision of the classroom teacher or other person designated by NSSEO Deaf and Hard of Hearing to direct or supervise classroom aides.
 
Report to: Program Coordinator and Classroom Teacher
 
ESSENTIAL JOB FUNCTIONS: 
 
• Assists in the preparation and delivery of the education program under the supervision of, and as directed by the designated staff member.
• Conducts individual and small group instruction under the direction of the teacher or related service staff.
• Assists in the implementation of behavior management systems as established by the program.
• Assists in crisis prevention and intervention in a manner consistent with program policy under the supervision of designated supervisor.
• Assists in toileting and feeding of students under the supervision of, and as directed by designated supervisor.
• Communicates effectively with students in the students’ preferred mode of communication as established by the program.
• Participates in general staff meetings, training programs and in-service sessions as required.
• Establish and maintain effective relationships with students and staff.
• Provide ongoing care for classroom equipment and materials.
• Demonstrate cooperation, openness for growth and willingness to contribute to a team approach to the educational program.
• Responsible for any data collection and facilitating accommodations as required by the assigned licensed staff member.
  
JOB QUALIFICATIONS: 
 
• Meet the state requirements for Educator License with Stipulations endorsed for Paraprofessionals.
• Ability to read, write and communicate in English to understand directions and communicate with students and staff. Proficient in sign language.
• Experience working with students who are deaf or hard of hearing.
• Ability to physically move about the building.
• Ability to lift and position students (30-80 pounds) if assigned to a classroom with such requirements.
• Ability to make minor decisions in accordance with established procedures.
• Ability to participate in NSSEO approved behavior management procedures, Nonviolent Crisis Intervention training (NVCI) and to apply training in crisis situations including student restraints as needed.
  
GENERAL RESPONSIBILITIES: 
 
• Act as a positive role model for students.
• Maintain confidentiality regarding work with special needs student.
• Supplement the work of the assigned licensed staff manner including, but not limited to, all required paperwork, organization of classroom, and supervision.
• Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois.
 
 




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Openings as of 4/29/2025

TEACHER OF THE DEAF AND HARD OF HEARING - EARLY CHILDHOOD - for 2025 - 2026 SY

JobID: 1431

Position Type:
  Teacher/Teacher for the Deaf and Hard of Hearing


Date Posted:
  1/15/2025


Location:
  Deaf and Hard of Hearing Program


Date Available:
  2025-2026


  Additional Information:  Show/Hide
Title…………………………………………….. Teacher of the Deaf & Hard of Hearing - EC
Licensure………………………………………. Professional Educator License (PEL)
Endorsement………………………………….. Teacher of Deaf & Hard of Hearing AND Early Childhood
Classification…………………………………... Certified Licensed – 10 months – 195 days
FLSA Status………………………………….… Exempt
Reports to…………………………………….... Program Administrator
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:

Under the direction of the Program Administrator, the Teacher of the Deaf/Hard of Hearing is directly responsible for the instructional program of the early childhood students assigned to his/her classroom or caseload in accordance with NSSEO policies and administrative procedures. The Teacher of the Deaf/Hard Hearing is responsible for planning and preparing an educational program based on best practices and knowledge of each student’s learning needs so that students can be successful in the least restrictive environment. The teacher will coordinate educational and supportive services necessary to implement each student’s Individualized Education Plan (IEP) with integrity while setting instructional outcomes and assessing student growth. The teacher is responsible for creating an environment of respect and rapport, managing classroom procedures and student behavior, engaging students in learning and participating in the professional community. 

ESSENTIAL FUNCTIONS:

• Actively participate in the development of student Individual Educational Plans (IEPs) according to program guidelines for the purpose of providing a free, appropriate public education. 
• Assess student growth through progress monitoring as appropriate in a timely manner including annual state required assessments for the purpose of assessing student academic progress and educational accountability. 
• Compile and maintain necessary records, IEPs, and reports for the purpose of maintaining accurate student records. 
• Develop IEP goals and benchmarks based on the data related to present levels of student performance for the purpose of setting appropriate student goals based on present levels of performance. 
• Develop and implement daily classroom lessons demonstrating student access to general education curriculum, reflecting IEP goals and data driven interventions for the purpose of providing access to the general education curriculum and modifying and/or adapting the curriculum appropriate to meet individual student needs. 
• Maintain appropriate student behavior control and participate in the development and implementation of behavior intervention plans with integrity when appropriate for the purpose of classroom management and providing a safe, learning environment for all students. 
• Maintain effective communication with students, staff, parents, and administration for the purpose of collaboration and planning. 
• Participate in team meetings and IEP meetings to address student needs for the purpose of developing an appropriate IEP.  
• Participate in professional growth activities on a yearly basis including recertification for CPI, workshops, in-services, professional reading materials, and/or other available offerings at NSSEO for the purpose of increasing knowledge and ability to implement interventions with integrity and incorporate best practices. 
• Participate in building or program activities/committees and meetings as appropriate for the purpose of team building and adherence to NSSEO policies and procedures. 
• Plan and conduct parent conferences for each student as necessary for the purpose of communicating to parents about student achievement and growth. 
• Plan and supervise the functions of all classroom aides/assistants assigned to the class or case load for the purpose of effectively meeting student goals. 
• Proficiently use technology to communicate, collect and analyze data, and compile reports for the purpose of efficiently reporting information and communicating in a timely manner. 
• Provide input to administration on classroom aides’ professional goals and evaluations as appropriate for the purpose of evaluating support staff and setting goals. 
• Use data-driven decision making to monitor student performance and make instructional/behavioral decisions as appropriate for the purpose of implementing effective interventions to facilitate student progress. 
• Utilize research-based, best practices interventions, programs, and strategies to implement NSSEO curriculum for the purpose of providing an appropriate educational program for students. 
• Assist students with toileting, feeding, and personal care. 
• Demonstrate skills necessary to communicate effectively and to provide a complete English model for DHH children using a Total Communication approach. 
• Demonstrate knowledge and ability to implement the following specialized areas: auditor training, speech and speech reading, monitoring amplification, use and maintenance of hearing aids, and the use of interpreter total communication.

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 Educator’s License endorsed for a Teacher of the Deaf and Hard of Hearing AND Early Childhood. 
• Participate in twelve (12) hours of Nonviolent Crisis Intervention (NVCI) training and techniques.
• 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.

 
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 the Deaf-Hard of Hearing-EC .pdf



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Openings as of 4/29/2025

TEACHER FOR THE DEAF AND HARD OF HEARING - ITINERANT - for 2025 - 2026 SY

JobID: 1433

Position Type:
  Teacher/Teacher for the Deaf and Hard of Hearing


Date Posted:
  1/15/2025


Location:
  Deaf and Hard of Hearing Program


Date Available:
  2025-2026


  Additional Information:  Show/Hide
GENERAL INFORMATION:

Title……………………………………………..Teacher of the Deaf and Hard of Hearing - Itinerant
Licensure……………………………………….Professional Educator License (PEL)
Endorsement………………………………….. Teacher of Students who are Deaf and Hard of Hearing
Classification…………………………………...Certified Licensed – 10 month – 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:

Under the direction of the program administrator, the Itinerant Teacher of the Deaf and Hard of Hearing provides individual, direct and consultative services to students who are deaf or hard of hearing in the least restrictive environment as required by the Individual Educational Plan (IEP).

ESSENTIAL FUNCTIONS:

• Assists general education teachers in planning differentiated instruction that meets the needs of individual students who are deaf and hard of hearing for the purpose of allowing individual students who are deaf and hard of hearing to access the core curriculum.
• Collaborates with parents, teachers and other specialists for the purpose of planning appropriate educational programs for students who are deaf and hard of hearing.
• Collaborates with the audiologist and audiologist assistant for the purpose of determining the needs of students who are deaf and hard of hearing and for the maintenance of equipment.
• Evaluates personal professional growth needs and attends in-services/trainings as appropriate for the purpose of remaining current with present trends in instructional materials and practices that can be implemented to enhance daily instruction of students who are deaf and hard of hearing.
• Maintains student records for the purpose of compliance of state and federal laws pertaining to students with a disability requiring special education services.
• Provides appropriate individual assessments of problems resulting from a hearing loss for the purpose of making recommendations for program placements and services.
• Provides individualized instruction to students who are deaf and hard of hearing based on the current IEP goals for the purpose of allowing students who are deaf and hard of hearing to access the core curriculum.
• Provides in-service/training to students and teachers of individual and classroom amplification systems used by students who are deaf and hard of hearing for the purpose of allowing students who are deaf and hard of hearing to access their educational program.
• Supports students’ development of personal and social skills by fostering student’s self- advocacy skills.
• Proficiently implements technology to enhance and provide access to students’ instructional program, communicate, collect and analyze data, and compile reports for the purpose of efficiently reporting information and communicating in a timely manner.
• Collaborates with Individual Education Plan (IEP) team in developing student IEPs, including goals and supplementary aids and services.
• Compiles and analyzes data on student progress and use response to intervention to adjust interventions or strategies as indicated.
• Proficiently implements technology to enhance and provide access to students’ instructional programs, communicates, collects and analyzes data, and compiles reports.
• Maintains appropriate student behavior control and establish a productive classroom or learning environment.
• Participates 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 Deaf and Hard of Hearing.
• Ability to visually and auditorily monitor student performance and behavior.
• Ability to model good language and vocabulary



 
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. 
 




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