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Openings as of 4/27/2025

Home-Bound Tutor (4th Grade)

JobID: 8316

Position Type:
Elementary School Teaching

Date Posted:
2/27/2025

Location:
Yorkville Intermediate School

Date Available:
03/03/2025

Closing Date:
03/27/2025

District:
Yorkville Community School District 115

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Openings as of 4/27/2025

Home-Bound Tutor (6th Grade)

JobID: 8317

Position Type:
Elementary School Teaching

Date Posted:
2/27/2025

Location:
Yorkville Intermediate School

Date Available:
03/03/2025

Closing Date:
03/27/2025

District:
Yorkville Community School District 115

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Openings as of 4/27/2025

Dual Language Summer Experience - Grades K-6 (7 positions)

JobID: 8407

Position Type:
Elementary School Teaching/Bilingual Teacher

Date Posted:
3/14/2025

Location:
Yorkville Intermediate School

Date Available:
07/07/2025

Closing Date:
06/04/2025

District:
Yorkville Community School District 115

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BRIEF DESCRIPTION / POSITION SUMMARY:

Yorkville CUSD 115 has approximately seven (7) certified positions (subject to change) available for the 2024-25 Dual Language Elementary Summer School Experience program starting July 7, 2025 through July 31, 2025 at Yorkville Intermediate School in a 1st-6th setting. The times for summer school are 9:00am - 12:00pm. Classes will be offered four (4) days per week for four (4) weeks.

Summer dual language elementary school teachers will teach SLA and math for an extended time period four days a week for four weeks during the summer. The teacher is expected to attend any and all training sessions prior to the school session, set up a classroom that is inviting for students, provide intense intervention in the areas of math and reading, work collaboratively with other staff members and administrators, develop positive relationships with students, and conduct both pre and post assessments in order to identify specific areas for targeted instruction. Regular and positive communication with all parents is expected. The teacher will be expected to organize, analyze and summarize all data collected so that this information can be provided to the summer school principal for later distribution.

Essential Performance Responsibilities

Develops and administers school elementary dual-language curriculum consistent with school district goals and objectives.
Promotes a virtual classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
Develops lesson plans and instructional materials and translates lesson plans into learning experiences so as to best utilize the available time for instruction.
Conducts ongoing assessment of student learning, and modifies instructional methods to fit individual student's needs, including students with special needs; conducts individual and small group instruction as needed.
Instructs students in the principles of responsible citizenship and other subject matters specified in applicable laws, as well as administrative regulations and procedures of the District.
Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops, professional meetings, or by conducting research.
Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement, and attendance as required by district procedures and applicable laws.
Encourages parental involvement in students' education and ensures effective communication with students and parents.
Ensures that student conduct conforms with the school's standards and school district policies, and establishes and maintains standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom.
Coordinates with other elementary professional staff members, especially within grade level, to evaluate and assess curriculum and participate in faculty meetings and committees.
Selects and requisitions appropriate books, instructional aids, and other supplies and equipment.
Administers standardized tests in accordance with District testing protocol.

Knowledge, Skills, and Abilities

Knowledge of current teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles.
Knowledge of elementary school curriculum and concepts.
Knowledge of data information systems, data analysis, and the formulation of action plans.
Knowledge of applicable federal and state laws regarding education and students.
Ability to use computer network systems and software applications as needed.
Ability to organize and coordinate work.
Ability to communicate effectively with students and parents.
Ability to engage in self-evaluation with regard to performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Qualifications Profile
Certification/License: Professional Educator License (PEL) with endorsement in Dual Language or Bilingual Teaching- Spanish

Summer Rate: $32.00/hr

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Openings as of 4/27/2025

Dual Language Jumpstart Teachers - Rising Kindergarten ( 2 positions)

JobID: 8412

Position Type:
Elementary School Teaching/Bilingual Teacher

Date Posted:
3/14/2025

Location:
Yorkville Intermediate School

Date Available:
07/14/2025

Closing Date:
06/04/2025

District:
Yorkville Community School District 115

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BRIEF DESCRIPTION / POSITION SUMMARY:

Yorkville CUSD 115 has approximately two (2) certified positions available for the 2024-25 Dual Language Kindergarten Jumpstart program starting July 14, 2025 through July 17, 2025 at Autumn Creek Elementary School. The times for DL Kindergarten Jumpstart are 8:15 a.m. - 10:15 a.m. (subject to change). Classes will be offered four (4) days for one (1) week.

Summer Dual Language Kindergarten Jumpstart teachers will teach introductory Spanish vocabulary to prepare students for the dual language program. The teachers will engage in a variety of activities to expose future dual language students to the Spanish language. The teacher is expected to attend any and all training sessions prior to the school session and set up a classroom that is inviting for students.

Essential Performance Responsibilities

Develops and administers school elementary dual-language curriculum consistent with school district goals and objectives.
Promotes a virtual classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
Develops lesson plans and instructional materials and translates lesson plans into learning experiences so as to best utilize the available time for instruction.
Conducts ongoing assessment of student learning, and modifies instructional methods to fit individual student's needs, including students with special needs; conducts individual and small group instruction as needed.
Instructs students in the principles of responsible citizenship and other subject matters specified in applicable laws, as well as administrative regulations and procedures of the District.
Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops, professional meetings, or by conducting research.
Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement, and attendance as required by district procedures and applicable laws.
Encourages parental involvement in students' education and ensures effective communication with students and parents.
Ensures that student conduct conforms with the school's standards and school district policies, and establishes and maintains standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom.
Coordinates with other elementary professional staff members, especially within grade level, to evaluate and assess curriculum and participate in faculty meetings and committees.
Selects and requisitions appropriate books, instructional aids, and other supplies and equipment.
Administers standardized tests in accordance with District testing protocol.

Knowledge, Skills, and Abilities

Knowledge of current teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles.
Knowledge of elementary school curriculum and concepts.
Knowledge of data information systems, data analysis, and the formulation of action plans.
Knowledge of applicable federal and state laws regarding education and students.
Ability to use computer network systems and software applications as needed.
Ability to organize and coordinate work.
Ability to communicate effectively with students and parents.
Ability to engage in self-evaluation with regard to performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Qualifications Profile
Illinois Professional Educators License with Appropriate Endorsements for K-9.

Bilingual Endorsement - Spanish

Summer Rate: $32.00/HR

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Openings as of 4/27/2025

Summer Experience Elementary Program

JobID: 8398

Position Type:
Elementary School Teaching/Elementary K-6

Date Posted:
3/12/2025

Location:
Yorkville Intermediate School

Date Available:
07/07/2025

Closing Date:
06/20/2025

District:
Yorkville Community School District 115

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Openings as of 4/27/2025

Lunch/ Recess Supervisor (2 positions)

JobID: 8494

Position Type:
Food Service/Lunchroom Supervisor

Date Posted:
4/1/2025

Location:
Yorkville Intermediate School

Date Available:
04/02/2025

Closing Date:
05/28/2025

District:
Yorkville Community School District 115

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Openings as of 4/27/2025

Dual Language Summer Experience Paraprofessional

JobID: 8411

Position Type:
Student Support Services

Date Posted:
3/14/2025

Location:
Yorkville Intermediate School

Date Available:
07/07/2025

Closing Date:
06/04/2025

District:
Yorkville Community School District 115

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Openings as of 4/27/2025

Summer Experience School LBS1

JobID: 8399

Position Type:
Student Support Services/LD/ED Teacher

Date Posted:
3/12/2025

Location:
Yorkville Intermediate School

Date Available:
07/07/2025

Closing Date:
06/20/2025

District:
Yorkville Community School District 115

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Openings as of 4/27/2025

LBS1 Teacher ( STARS Program)

JobID: 8556

Position Type:
Student Support Services/LD/ED Teacher

Date Posted:
4/23/2025

Location:
Yorkville Intermediate School

Date Available:
08/04/2025

Closing Date:
05/22/2025

District:
Yorkville Community School District 115

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Yorkville CUSD 115 has an opening for 1.0 FTE Special Education LBS1 teacher to provide support for Yorkville Intermediate School for the 2025-2026 school year. This position is for an LBS1 to support our STARS (Skills Training And Related Service) program for students in (4th) fourth through (6th) sixth grade. Previous experience with supporting students who have an autism diagnosis and use communication devices is preferred but not required. The STARS teacher provides educational and related services within a school setting to students who could benefit from a highly structured, centered-based approach teaching social skills and emotional regulation, and providing for specific sensory needs.

BRIEF DESCRIPTION / POSITION SUMMARY:

Develops short and long-range plans consistent with curriculum goals, learners' diversity, and learning theory
Understands issues in definition and identification procedures for individuals with disabilities, including those individuals from culturally and/or linguistically diverse backgrounds
Understands characteristics of individuals with disabilities across the age range, including levels of severity, multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of language disorders, processing deficits, intellectual abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior
Prepares effective instructional strategies and resources for teaching the scope and sequence in the academic, social, and vocational curricular domains in the general curriculum
Plans effective instructional strategies for adapting or modifying general curriculum to meet the needs of individual students, and strategies to implement and prioritize longitudinal, outcome-based curriculum, including social, language, academic, vocational skills, and life skill domains (i.e. domestic, recreation/leisure, vocational, and community)
Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities and understands the use of adaptive equipment for students with disabilities to plan and prepare for the integration of assistive and instructional technology to meet a student's individual needs
Prepares and utilizes assessment methodologies to adapt for individual students as appropriate, including physical adaptations to meet a student's individual needs
Plans and prepares for IEP and parent meetings
Understands basic classroom management theories and methods; with strategies for individual behavior management, crisis prevention, intervention, de-escalation techniques, and the balance between classroom management with academic teaching strategies
Implements strategies for assessing learning environments and conducting functional behavioral assessments within the environment
Understands the characteristics of environments, including materials, equipment, and spatial arrangements that facilitate development, learning and interaction among students
Creates a classroom culture which is a cognitively busy place, characterized by a shared belief in the importance of learning; establishes high expectations and personal achievement
Demonstrates ways in which technology can assist with creating and managing the learning environment, incorporating the verbal and visual redirection and classroom expectations
Provides supervision of paraprofessional educators
Consults with teachers and therapists to plan for student's needs and required adaptations, modifications, and use of assistive/adaptive technology
Implements effective researched-supported instructional strategies for basic sequences of skills in the academic, social, and vocational curricular areas; including techniques for modifying instructional methods, curricular materials, and the environment to meet learners' needs that are appropriate to those learners' ages and skill levels
Chooses and implements instructional techniques and strategies that promote successful transitions for individuals with disabilities
Creates varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication appropriate to each student

Regionally Competitive Salary
Excellent medical, dental, and vision benefits

Regionally Competitive Salary
Excellent medical, dental, and vision benefits package.

QUALIFICATIONS / SKILLS:

Current Illinois Professional Educator License and LBSI teaching endorsement required.

Starting Salary $51,612 /BS+0, year 1

This position is part of the Yorkville CBA, linked below
https://resources.finalsite.net/images/v1719490100/y115org/zj8dtrteasxz7ty5kyzd/Copyof2022-2026YEACBA1.pdf?

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Openings as of 4/27/2025

School Social Worker

JobID: 8555

Position Type:
Student Support Services/Social Worker

Date Posted:
4/23/2025

Location:
Yorkville Intermediate School

Date Available:
08/04/2025

Closing Date:
05/22/2025

District:
Yorkville Community School District 115

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Yorkville Community Unit School District 115 has an opening for a 1.0 FTE School Social Worker to provide student services for Yorkville Intermediate School grades 4th-6th.

The social worker will assist with the Compass Program, RtI interventions, and social and emotional/mental health issues for all students. The social worker will oversee students on the caseload, students with special education/504 services, and students/families in crisis.

Purpose Statement:
The role of the school social worker is to provide school social work services for the betterment of social development for students in the Yorkville Community School District system. To have improved emotional/mental health outcomes, the school social worker will need to develop effective evaluation, consultation, and intervention as services related to individuals, subgroups, and whole school populations (school climate) utilizing research skills and knowledge in the fields of school social work, and social work by better incorporating the ecological model of the student experience.

Essential Functions:
1. Professional knowledge and application:

Demonstrates awareness of social development related to emotional functioning related to school-wide practice through the school improvement process, building review of discipline, and social-emotional intervention.
Works to develop school team norms related to sound and contemporary views of school-wide data collection related to social skill development.
Collaborates with the team on effective home-school continuity and practice for social-emotional functioning.
Utilizes an understanding of mental health diagnoses, treatment, and intervention effective for adolescent and child populations.
Collaborates with building administration regarding effective practice related to the prevention strategies for social-emotional difficulties.
Implements appropriate legal practice by guidelines related to response to intervention, the evaluation process, student discipline, diversity of student needs, and student advocacy.
Demonstrates an understanding of the ecological model, research practice, and contemporary research findings that influence social-emotional, and are in line with school social work or social work in general.
Utilizes knowledge related to the effective implementation of adaptive functioning instrumentation, conclusions, and data systems.

2. Delivery of service and practice

Develops effective interventions for school-wide, sub-groups, and individuals within a school setting.
Collaboratively works with school administration in developing interventions and services so as to focus on the prevention of social-emotional difficulties and to promote learning and social/personal development for all students.

Utilizes skills necessary for assessing the effectiveness of interventions and programs continuously and through the school-wide system.
Provides analysis and interpretation of sociological and ecological assessment for individuals and school-wide systems through problem-solving teams (RtI, special education teams, and parents).
Provides direct intervention for family-school continuity.
Provides direct intervention for students in keeping with appropriate research related to the fields of school social work, child and systems theory, and other relevant mental health fields.

3. Collaborative relationships:

Demonstrate collaborative relationships with families from diverse backgrounds and make concerted efforts to engage families in the school process.
Provides meaningful follow-up and consultation with teachers throughout the collaboration process.
Collaborates with school administration related to climate-related factors and issues for students, families, and staff members.
Develops resources and working relationships with organizations and private practitioners available and applicable for students and families outside of school.
Develop partnerships with community agencies and services to better meet the needs of students and families.
Leads initiatives with the problem-solving team related to suicide prevention, behavioral management, crisis intervention, attendance, mental health needs, diversity, and communicates role and responsibilities to staff members related to abuse and neglect and the role and/or limitations of confidentiality

4. Professional conduct, leadership and growth

Demonstrates and communicates a clear understanding of ethical aspects of practice in accordance with SSWAA Model.
Demonstrates leadership and ethical practice related to the role of reporting suspected abuse/neglect of children.
Provides meaningful feedback to parents regarding school functioning as it relates to areas of service by the psychologist.
Engages families from diverse backgrounds to better engage with the school system.
Seeks support to augment support outside of direct service for parents, families, and students.
Provides for buildings and seeks for meaningful professional development related to improved student social-emotional outcomes.
Maintains and demonstrates appropriate limitations of confidentiality for students and families.

Provides leadership through the IEP process including but not limited to: facilitating IEP meetings, note-taking during the IEP meetings, and acting as the LEA of the IEP process.
Works with school administration to effectively create professional development for the school building related to the understanding of data gathering, utilization, interpretation, steps towards intervention, and monitoring of effectiveness.

Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit
CERTIFICATES, LICENSES, & REGISTRATIONS:

Must hold a current Professional Educator License (PEL).
School Social Worker Endorsement
CPI is preferred

Starting Salary $60,386 /MS+0, year 1 extended salary schedule

This position is part of the Yorkville CBA, linked below
https://resources.finalsite.net/images/v1719490100/y115org/zj8dtrteasxz7ty5kyzd/Copyof2022-2026YEACBA1.pdf?

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Openings as of 4/27/2025

School Social Worker

JobID: 8315

Position Type:
Student Support Services/Social Worker

Date Posted:
2/27/2025

Location:
Yorkville Intermediate School

Date Available:
08/04/2025

Closing Date:
03/27/2025

District:
Yorkville Community School District 115

Demonstrates awareness of social development related to emotional functioning related to school-wide practice through the school improvement process, building review of discipline, and social-emotional intervention.
Works to develop school team norms related to sound and contemporary views of school-wide data collection related to social skill development.
Collaborates with the team on effective home-school continuity and practice for social-emotional functioning.
Utilizes an understanding of mental health diagnoses, treatment, and intervention effective for adolescent and child populations.
Collaborates with building administration regarding effective practice related to the prevention strategies for social-emotional difficulties.
Implements appropriate legal practice by guidelines related to response to intervention, the evaluation process, student discipline, diversity of student needs, and student advocacy.
Demonstrates an understanding of the ecological model, research practice, and contemporary research findings that influence social-emotional, and are in line with school social work or social work in general.
Utilizes knowledge related to the effective implementation of adaptive functioning instrumentation, conclusions, and data systems.

2. Delivery of service and practice

Develops effective interventions for school-wide, sub-groups, and individuals within a school setting.
Collaboratively works with school administration in developing interventions and services so as to focus on the prevention of social-emotional difficulties and to promote learning and social/personal development for all students.

Utilizes skills necessary for assessing the effectiveness of interventions and programs continuously and through the school-wide system.
Provides analysis and interpretation of sociological and ecological assessment for individuals and school-wide systems through problem-solving teams (RtI, special education teams, and parents).
Provides direct intervention for family-school continuity.
Provides direct intervention for students in keeping with appropriate research related to the fields of school social work, child and systems theory, and other relevant mental health fields.

3. Collaborative relationships:

Demonstrate collaborative relationships with families from diverse backgrounds and make concerted efforts to engage families in the school process.
Provides meaningful follow-up and consultation with teachers throughout the collaboration process.
Collaborates with school administration related to climate-related factors and issues for students, families, and staff members.
Develops resources and working relationships with organizations and private practitioners available and applicable for students and families outside of school.
Develop partnerships with community agencies and services to better meet the needs of students and families.
Leads initiatives with the problem-solving team related to suicide prevention, behavioral management, crisis intervention, attendance, mental health needs, diversity, and communicates role and responsibilities to staff members related to abuse and neglect and the role and/or limitations of confidentiality

4. Professional conduct, leadership and growth

Demonstrates and communicates a clear understanding of ethical aspects of practice in accordance with SSWAA Model.
Demonstrates leadership and ethical practice related to the role of reporting suspected abuse/neglect of children.
Provides meaningful feedback to parents regarding school functioning as it relates to areas of service by the psychologist.
Engages families from diverse backgrounds to better engage with the school system.
Seeks support to augment support outside of direct service for parents, families, and students.
Provides for buildings and seeks for meaningful professional development related to improved student social-emotional outcomes.
Maintains and demonstrates appropriate limitations of confidentiality for students and families.

Provides leadership through the IEP process including but not limited to: facilitating IEP meetings, note-taking during the IEP meetings, and acting as the LEA of the IEP process.
Works with school administration to effectively create professional development for the school building related to the understanding of data gathering, utilization, interpretation, steps towards intervention, and monitoring of effectiveness.

Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit
CERTIFICATES, LICENSES, & REGISTRATIONS:

Must hold a current Professional Educator License (PEL).
School Social Worker Endorsement
CPI is preferred

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Openings as of 4/27/2025

Summer Experience Paraprofessional (5 Positions)

JobID: 8397

Position Type:
Support Staff

Date Posted:
3/12/2025

Location:
Yorkville Intermediate School

Date Available:
07/07/2025

Closing Date:
06/20/2025

District:
Yorkville Community School District 115

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Openings as of 4/27/2025

Paraprofessional

JobID: 8246

Position Type:
Support Staff

Date Posted:
1/31/2025

Location:
Yorkville Intermediate School

Date Available:
ASAP

Closing Date:
02/28/2025

District:
Yorkville Community School District 115

Additional Information: Show/Hide
POSITION SUMMARY:

The role of the paraprofessional is to provide academic and social support for the student and/or the classroom support so as to increase the level of access to curriculum for students in Yorkville CUSD 115. In order to have improved academic outcomes, the paraprofessional will need to demonstrate effective collaboration skills with other school personnel, work effectively in the implementation and monitoring of specific interventions, provide additional support for small groups or individual students and facilitate meaningful communication between key stakeholders for each student.

This is a 10 month position.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The following statements of job functions are intended to describe the general nature and level of work being performed by individuals assigned to the position. These statements are not intended to be an exhaustive list of all duties and responsibilities required of all personnel within this position. Actual job functions may vary depending upon assignments and other factors.

Demonstrate knowledge of students; needs, including but not limited to: educational, medical, physical, sensory, speech/language, social/emotional, recreational, vocational, etc., as established by a multidisciplinary team and implement as needed.
Maintain strict confidentiality regarding all matters pertaining to students and personnel.
Demonstrate effective organizational skills, time management, and flexibility in order to meet staff and students; needs.

Planning and Preparation

Checks and maintains appropriate student related equipment necessary after receiving appropriate specialized training.
Completes paperwork and data tracking duties and responsibilities necessary to assist the educational team.
Communicates concerns demonstrated so that effective planning and preparation can be conducted through the team process.
Predicts challenges and communicates concerns to professional team members.

Classroom Environment

Provides direct instructional and academic support to students in the classroom and throughout the academic day as determined by the educational team.
Assists students in daily activities such as lifting into chairs, positioning students, feeding, and using the washroom appropriately (including changing, assisting with personal hygiene, etc…).
Implements special tools/programs following training to assist students with varied needs/diagnoses.

Instruction

Assists teacher with maintaining an inclusive, learning-centered environment and experiences
Assists and monitors student use of assistive technology.
Assists students in accessing the instructional aspects by providing assistance with organization, accommodations, and modification as indicated through communication with the case-manager or through documentation regarding student needs.

Professional Responsibilities

Establish a positive rapport with staff, students, and families.
Consult or meet with teachers or other professionals utilizing appropriate channels by engaging in positive solutions in finding steps to resolve areas of concern and request direction, instruction, or guidance for new or unfamiliar task.

Professional Conduct, Leadership and Growth

Provide and communicate information in a timely manner about students or possible concerns impacting elements of students or students; assignments/equipment/materials.
Refers questions from families to appropriate school personnel.
Models appropriate hygiene, appearance, social interactions expected within a school environment.
Demonstrates flexibility in professional responsibilities so as to address student and building classroom needs as evidenced by effective listening and openness to learning and adopting new behaviors.
Assume other duties and responsibilities as assigned by the classroom teacher or administration.

REPORTS TO:
Building Principal, Associate Principal of Student Services, Educational Services Department Chair, and the Classroom Teacher.

QUALIFICATIONS / SKILLS:
CERTIFICATES, LICENSES, & REGISTRATIONS:

Paraprofessional Certification

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Postings current as of 4/27/2025 12:57:22 PM CST.

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