Openings as of 4/11/2025

SEASONAL PROGRAM SUPPORT STAFF (AIDE)

JobID: 1424

Position Type:
  Educational Support Staff/1:1 Classroom Aide


Date Posted:
  1/15/2025


Location:
  Kirk School


  Additional Information:  Show/Hide

GENERAL INFORMATION:

Title……………………………………………. Seasonal Program Support Staff
Licensure……………………………………… Short Term Approval for Paraprofessionals OR Educator License with Stipulations OR Substitute License
Endorsement………………………………….. Paraprofessional
Classification………………………………….. Seasonal 
FLSA Status…………………………………… Non Exempt
Reports to……………………………………... Program Administrator
Salary Classification...………………………… Hourly – Lane II Step 0 - $21.28 per hour
Benefits........................................................... None
Reviewed/Revised.……………………………. 3/2023

PURPOSE:
The Seasonal Program Support Staff is under the direct supervision of the licensed staff member they are assigned based on classroom, program or student needs. Seasonal Program Support Staff are responsible for providing instructional, safety, and daily living supports for students under the direction of the licensed supervisor.

ESSENTIAL FUNCTIONS:
• Assist in the preparation and delivery of the education program under the supervision of, and as directed by the assigned licensed staff member.
• Assist in the direct supervision of students under the supervision of, and as directed by the assigned licensed staff member as necessary and directed.
• Assist in the implementation of behavior management systems as established by the program and assigned licensed staff member.
• Assist in crisis prevention and intervention services in a manner consistent with program policy under the supervision of designated licensed staff.
• 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.
• Participate 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 classroom teacher.
 
OTHER FUNCTIONS:
 
• Act as a positive role model for students.
• Maintain confidentiality regarding work with special needs students.
• 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 constantly 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 constantly 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 occasionally present.
 
MINIMUM 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.
• Experience working with special needs students or childcare experience preferred.
• 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.
 





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Openings as of 4/11/2025

CLASSROOM SIGNING ASSISTANT (Seasonal until June 2, 2025)

JobID: 1456

Position Type:
  Educational Support Staff/Signing Classroom Aide


Date Posted:
  2/19/2025


Location:
  Kirk School


  Additional Information:  Show/Hide
GENERAL INFORMATION:

Title............................................................... Classroom Signing Assistant - Seasonal position
Licensure...................................................... Educator License with Stipulations
Endorsement................................................ Paraprofessionals
Classification................................................ ESP – hourly
FLSA Status................................................. Non-Exempt
Reports to.................................................... Program Coordinator/Classroom Teacher
Salary Classification.................................... NSSEA – ESP Salary Schedule – Lane IV Step 0 - $25.89/hr
Benefits....................................................... No Benefits - seasonal position


PURPOSE:

The Seasonal Classroom Signing Assistant’s primary role is to assist in all aspects of the daily instructional program for students who are deaf or hard of hearing. The seasonal classroom signing assistant 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 assistants.


ESSENTIAL 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.


OTHER FUNCTIONS:

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the program.
• Facilitate an office atmosphere of service, competence and congeniality.
• 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:

• 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.
 

SPECIFIC REQUIREMENTS:

Specific skills related to proficient use of technology including accessing the internet, email, phone systems, and software are required. Potential need to upgrade skills in order to meet changing job conditions will be required to satisfactorily perform the functions of the job.
 
Ability is required to independently problem-solve, schedule daily activities, make announcements, and use job related equipment. Flexibility is required to work with others in a variety of circumstances and to work with a significant diversity of student abilities and needs. Specific abilities required to satisfactorily perform the functions of the job include: communicating with diverse groups, maintaining confidentiality, meeting deadlines and schedules, completing work accurately with minimum supervision, working as part of a team, and maintaining a positive attitude.
 
Responsibilities include: working under limited supervision following standardized practices and/or procedures; leading, guiding, and/or coordinating others; and operating within a defined budget. There is a continual opportunity to significantly impact the Organization’s services.
 


Attachment(s):
• CLASSROOM SIGNING ASSISTANT.pdf



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Openings as of 4/11/2025

BOARD CERTIFIED BEHAVIOR ANALYST (BCBA) for 2025-2026 SY

JobID: 1428

Position Type:
  Related Services/Board Certified Behavioral Analyst


Date Posted:
  1/15/2025


Location:
  Kirk School


Date Available:
  2025-2026


  Additional Information:  Show/Hide
BOARD CERTIFIED BEHAVIOR ANALYST (BCBA)

GENERAL INFORMATION:

Title…………………………………………….. Board Certified Behavior Analyst
Licensure……………………………………….Certification through the Behavior Analyst Board & Substitute Teaching License
Endorsement………………………………….. No Endorsements Required
Classification…………………………………...Certified/Licensed – 195 – 10 month
FLSA Status…………………………………… Exempt
Reports to……………………………………... Director of Professional Learning and Program Administrators
Salary Classification....................................... Per NSSEA Salary Schedule starting at Lane I Step 0  - - $48,720/AN.
Benefits.......................................................... Per NSSEA Collective Bargaining Agreement
Reviewed/Revised.……………………………..2/2023


PURPOSE:

The BCBA supports staff in the development and implementation of behavioral and social skills programs for students with disabilities.

ESSENTIAL FUNCTIONS:

• Actively participate on various educational teams to support proactive and responsive behavioral interventions to support students with challenging behaviors.  
• Support the implementation of functional behavior assessments 
• Lead, development and implement of applying applied behavior analysis principles in the classroom, such as pairing, natural environment teaching and discrete trial instruction.  
• Assist in coordination of school and home supports for the purpose of providing a comprehensive program for students.
• Assists in the development of instructional materials, accommodations, modifications, assessments and data collection tools needed for individual students.  
• Collect and summarize behavior data for the purpose of assessing and monitoring student progress.
• Demonstrate cooperation, openness for growth and willingness to contribute to a team approach to the educational program.
• Facilitate and coach teams through the development and implementation of functional behavior assessments/behavior intervention plans and crisis plans for identified students.
• Provide social skills instruction to students utilizing research-based methodologies and approved district curricula.
• Participate in Professional Development Coaching team meetings and professional learning opportunities.
• Participate in the development and implementation of Individualized Educational Plans (IEPs) for students.
• Provide professional development trainings to educational staff on evidence-based behavior management strategies and other topics, as needed. 
• Provide modeling and feedback to educational staff in the implementation of evidence based behavioral and instructional practices.
• Serve as a liaison with district and program staff surrounding application of evidence-based practices grounded in applied behavioral analysis.
• Ability to use and model research-based classroom management and individualized behavioral interventions
• Ability to use and model research-based classroom and individualized instructional interventions such as activity schedules, reinforcement principles, effective communication strategies, prompting procedures
• Be an integral part of the PBIS team and crisis team
 
OTHER FUNCTIONS:

• Act as a positive role model for students.
• Maintain confidentiality regarding work with special needs students.
• Supplement the work of the assigned licensed staff member including, but not limited to, all required paperwork, organization of classroom, and supervision of students.
• 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:

• Minimum Bachelor’s degree from an accredited institution. Master’s degree preferred.
• Certification through the Behavior Analyst Certification Board (BCBA)
• Knowledge of behavioral characteristics typically associated with Autism, Emotional/Behavior Disorders, Intellectual Disabilities, etc.
• Ability to coach others to apply effective behavior management and instructional techniques
• 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 with minimal supervision in accordance with established procedures. 
• Ability to read, write and communicate in English to understand directions and communicate with students.
• 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.
 


Attachment(s):
• BOARD CERTIFIED BEHAVIOR ANAYLYST.pdf



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Openings as of 4/11/2025

INSTRUCTIONAL COACH for 2025-2026 SY

JobID: 1462

Position Type:
  Related Services/Instructional Coach


Date Posted:
  2/26/2025


Location:
  Kirk School


Date Available:
  08/11/2025


  Additional Information:  Show/Hide
GENERAL INFORMATION:

Title....................................................................Instructional Coach
Licensure...........................................................Professional Educator License (PEL) or Certification through Behavioral Analyst Board
Endorsement.....................................................LBS 1, School Psychology, Speech /Language Pathology, Social Worker
Classification.....................................................Certified Licensed – 10 month – 195 days
FLSA Status......................................................Exempt
Reports to.........................................................Program Administrator
Salary Classification.........................................Per NSSEA Salary Schedule - dependent on applicant's Licensure held
Benefits............................................................Per NSSEA Collective Bargaining Agreement
Reviewed/Revised...........................................3/2023


PURPOSE:

The Instructional Coach facilitates building sustainable best practices of instruction, assessment and collaborative problem solving regarding a specific student, program, or school-wide initiative to NSSEO member districts and programs.  Coaching practices directly support the implementation of a Multi-Tiered System of Supports (i.e., RtI and PBIS) to improve academic and behavioral outcomes across the Tiers.  The goal of coaching is to build school/district capacity to improve outcomes for all students that align with state and federal regulations through the provision of ongoing:

     • consultation and technical assistance
     • job-embedded professional development
     • assessment and evaluation
     • modeling and feedback of strategies and supports
     • collaborative problem solving


ESSENTIAL FUNCTIONS:

• Develop coaching goals, in collaboration with district and/or school leadership teams, to improve academic and behavior outcomes for all students that aligns with district/school initiatives.
Provide on-site coaching through modeling, guided feedback, questioning and active listening to build local capacity and implementation of best practices.
• Communicate and collaborate with educational teams, school administrators, students and parents to identify and implement best practices.
• Facilitate various educational team meetings (e.g., district leadership teams, individual problem-solving meetings) through the problem-solving process.
• Provide on-going technical assistance to school personnel as it relates to improving outcomes for students:
Model best practices in instruction for general and special education students.
• Observe and provide feedback to support the implementation of practices with high fidelity.
• Problem solve system-wide; classroom and individual issues
• Make data-based decisions to improve outcomes for students.
• Design, deliver and evaluate evidenced-based professional development activities related to specific topics (e.g., Autism, Positive Behavior Intervention and Supports, Response to Intervention) to change educator practices.
• Support the collection and analysis of implementation data to ensure high fidelity of implementation of MTSS activities and plan.
• Locate and link resources based on district/school needs.
• Utilize coaching tools to manage time, prioritize tasks and follow through on activities and communication.
• Collaborate and problem solve with other NSSEO coaches through participation of monthly meetings.
• Foster community partnerships and collaborate with ISBE school improvement projects (e.g., I-RtI Network, PBIS) and other community agencies.
• Other duties, as assigned.
 
 
OTHER FUNCTIONS:

• Assume appropriate roles as adult model, behavior manager and educator.
• Continue professional growth.
• Communicate effectively and respect human diversity.
• 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 constantly 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 constantly 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 occasionally present.
 

MINIMUM QUALIFICATIONS:

• Professional Educator Licensure endorsed in Special Education, School Psychology, Speech and Language Pathology, or Social Work OR
• Certification through the Behavior Analyst Certification Board (BCBA)
• Multiple years of experience in the field of education.
• At least two years working in a consultant and/or coaching capacity.
• Experience in implementing and supporting school improvement processes, including Response to Intervention (RtI) and Positive Behavior Intervention and Supports (PBIS).
• Experience designing, delivering and coordinating professional development learning activities that embeds effective adult learning practices.
 

KNOWLEDGE, SKILL, AND ABILITIES REQUIRED:
 
• Knowledge about evidence-based academic and behavioral practices for all students, including students with disabilities.
• Evidence-based technical assistance and coaching strategies.
• Strong communication and interpersonal skills.
• Team facilitation skills.
• Strong organizational skills.
• Understanding of school-based systems change.
• Ability to evaluate work effort, identify problems and plan activities that lead to successful outcomes.




Attachment(s):
• INSTRUCTIONAL COACH.pdf



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Openings as of 4/11/2025

LBS1 TEACHER for 2025-2026 SY

JobID: 1436

Position Type:
  Teacher/Special Education LBSI


Date Posted:
  1/23/2025


Location:
  Kirk School


Date Available:
  2025-2026


  Additional Information:  Show/Hide
SPECIAL EDUCATION TEACHER – LBS 1

GENERAL INFORMATION:
Title................................................................ Special Education Teacher
Licensure....................................................... Professional Educator License (PEL)
Endorsement................................................. Learning Behavior Specialist 1
Classification................................................. Certified Licensed – 10 month – 195 days
FLSA Status.................................................. Exempt
Reports to..................................................... Building Principal or Program Administrator
Salary Classification..................................... NSSEA Salary Schedule – starting at Lane I Step 0 - $48,720/an
Benefits........................................................ As per the NSSEA Collective Bargaining Agreement
Reviewed/Revised........................................ 11/18/2022


PURPOSE:

Under the direction of the school principal or program supervisor, the Special Education Teacher is directly responsible for the instructional program of students assigned to his/her class or case load in accordance with NSSEO policies and procedures. The Special Education Teacher is the team leader for the student’s educational team and is responsible for determining each child’s unique needs and coordinating educational and supportive services necessary to implement each student’s Individualized Education Plan (IEP) with integrity and provide an appropriate education program.

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 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 aides/assistants professional goals and evaluation 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.

OTHER FUNCTIONS:

• Assume appropriate roles as adult model, behavior manager and educator.
• Continue professional growth.
• Communicate effectively and respect human diversity.
• 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 constantly 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 constantly 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 occasionally present.

MINIMUM QUALIFICATIONS:

• Valid Professional Educator’s License endorsed for Learning Behavior Specialist.
• 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.


Attachment(s):
• LBS1 TEACHER.pdf



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