Openings as of 3/29/2025
Teacher

ADAPTIVE PHYSICAL EDUCATION TEACHER for 2025-2026 SY

JobID: 1427

Position Type:
  Teacher/Adapted Physical Education


Date Posted:
  1/15/2025


Location:
  Miner School


Date Available:
  2025-26


Closing Date:
  until filled


  Additional Information:  Show/Hide

GENERAL INFORMATION:

Title............................................................... Adaptive Physical Education Teacher
Licensure...................................................... Professional Educator License (PEL)
Endorsement................................................ Physical Education OR in areas of exceptionality served by program
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 Adapted Physical Education (APE) teacher is an educationally trained professional who is able to assess individual students and develop, adapt, and implement specialized physical education programs in the motor domain.

ESSENTIAL FUNCTIONS:

• Develop Individual Educational Programs for students with varying functioning levels.
• Develop long and short-term learning goals and objectives according to program guidelines and the IEP.
• Conduct daily classroom activities reflecting IEP goals and objectives.
• Utilize a variety of techniques and materials to execute appropriate curriculum.
• Maintain appropriate student behavior control.
• Maintain a productive classroom environment.
• Establish an instructional pace consistent with students' learning process.
• Monitor student performance and progress, adjusting instruction as necessary.
• Compile and maintain necessary records and progress notes.
• Participate as part of multi-disciplinary team.
• Maintain orderliness and safety of instructional areas.
• Conduct parent conferences as necessary.
• Plan and supervise the functions of teacher aides/assistants.
• Facilitate extra-curricular physical education programs.
• Develop physical education curriculum appropriate to exceptional needs of students.
 
 
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:

• Professional Educator’s License (PEL) endorsed for Physical Education.
• Professional Educator’s License (PEL) in areas of exceptionality served by program preferred.
• Multiple licenses preferred.
• Coursework in adaptive PE preferred.
• Experience working with special needs students in group situations and/or classroom environment preferred.
• 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.
 



Attachment(s):
• ADAPTIVE PHYSICAL EDUCATION TEACHER.pdf



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Openings as of 3/29/2025
Teacher

LBS1 TEACHER for 2025-2026 SY

JobID: 1471

Position Type:
  Teacher/Special Education LBSI


Date Posted:
  3/21/2025


Location:
  Timber Ridge


Date Available:
  08/11/2025


  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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Openings as of 3/29/2025
Teacher

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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Print Version

Openings as of 3/29/2025
Teacher

LBS1 TEACHER for 2025-2026 SY

JobID: 1437

Position Type:
  Teacher/Special Education LBSI


Date Posted:
  1/23/2025


Location:
  Miner 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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Print Version

Openings as of 3/29/2025
Teacher

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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Print Version

Openings as of 3/29/2025
Teacher

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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Openings as of 3/29/2025
Teacher

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 3/29/2025
Teacher

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 3/29/2025
Teacher

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