Job Postings


Job Title: Learning Specialist Long-Term Substitute

FLSA Status: Exempt

Reports to:       Director of Student Services

Effective Date: March 2021

Department:     Student Services

Date Revised:     January 2021

Bernard Zell is an independent Jewish day school for the 21st century where academic purpose, collaborative learning, and deep commitment to humanity develop engaged, confident learners and compassionate leaders for a stronger, more vibrant community and world. A pluralistic community day school, Bernard Zell welcomes students and families of varied religious beliefs and observance. The school combines Jewish learning and tradition with the best of innovative educational practice in a challenging and nurturing learning environment.

Job Summary and Scope of Responsibility:

Bernard Zell Anshe Emet Day School seeks a warm, passionate Math Specialist to work with students with diverse learning needs in 5th through 8th-grades. We are seeking a candidate with a strong math background and experience supporting diverse learners. The teacher will be part of the Student Services Team and will collaborate regularly with grade-level teams within Middle School. Classes and grade levels will be determined by the Director of Student Services. The qualified candidate will have experience working with diverse learner populations, with a focus in math instruction, will possess strong written and oral communication skills, be able and willing to jump into a collaborative planning and teaching process, and be an active member of the life of the school. The position will require a deep understanding of curriculum and content, a strong ability to differentiate, and a creative and flexible mindset. Strong collaborative skills are essential for this position, including regular communication with teachers, families, and private providers. This teacher should be prepared to differentiate learning for a wide range of children’s abilities and interests.

Essential Duties and Responsibilities:

Primary Responsibilities

     Plan and implement curriculum based on individual student needs

   Take part in collaborative planning with teacher teams

   Support students and teachers with curriculum modifications and accommodations

   Utilize school resources to plan supplemental instructional programs for individuals or small groups of students

   Understand how to integrate general education curriculum into small group lessons

●   Demonstrate effective classroom management strategies; experience with Responsive Classroom is preferred

   Work collaboratively with teacher teams and departmental heads

   Communicate thoughtfully, respectfully, and clearly with parents and colleagues

   Demonstrate a love of working with children, nurturing the whole child in developmentally appropriate ways

   Differentiate curriculum and instructional methods as appropriate to support students of all levels

   Use formative and summative assessments to monitor and evaluate student progress.

   Give specific feedback to support student growth

   Participate actively in team meetings with families and private providers

   Posses strong technology skills, including familiarity with google classroom and other online learning platforms

Minimum Qualifications:

Education:

  Bachelor’s degree in math or in special education with LBS1 certification required; master's degree is preferred

Experience:

  Minimum 2 years of teaching experience in middle school grade levels with diverse learners

  Have an understanding of the different developmental stages of learning

  Have an understanding of formative and summative assessments as well as other authentic strategies

  Experience with research-based interventions and data-driven decision making

  Experience with supporting executive functioning skills within a school setting

  Experience in teaching through distance learning

Knowledge, Skills, and Abilities:

  Understanding of best practices in education

  Willingness to keep current through appropriate professional development

  Proven ability to work as a member of a team

  Proficient in using technology, skilled in using Google for Education

Travel Requirements: Up to 5% travel may be requested.

Other Important Information and Benefits:

  All prospective employees must be able to clear a background check

  Work is generally performed onsite; Bernard Zell does not offer a telecommuting option

  The general workday is Work Day is 7:45 am - 3:45 pm but must be flexible to attend meetings beyond normal working hours

  Full-time employee benefits include employer-subsidized medical, dental, life and disability (short and long-term) insurances, 403b

    retirement plan, parking or public transportation, daily (kosher) breakfast and lunch, as well as optional insurances. Sick and flex

    (personal) days subject to length of tenure

How to apply: Please send a resume and cover letter to employment@bernardzell.org

Bernard Zell Anshe Emet Day School has a long-standing policy of equal employment opportunity for every person regardless of age, race, color, disability, marital status, gender, sexual orientation, national origin, ancestry or citizenship. Bernard Zell recruits, hires and promotes individuals without regard to these characteristics, and all staffing decisions are based solely on the qualifications of each individual and the legitimate educational needs of our students. Bernard Zell does not discriminate in working conditions, physical facilities or any other terms, conditions or privileges of employment, including transfer, compensation, training, promotion, demotion or separation based on age, race, color, disability, marital status, gender, sexual orientation, national origin, ancestry or citizenship. Bernard Zell seeks to provide a work environment that is free from discrimination, intimidation and harassment based on any of these characteristics.



Job Title: Middle School Social Worker Long-Term Substitute

FLSA Status: Exempt

Reports to:       Director of Student Services

Effective Date: April 2021

Department:     Student Services

Date Revised:     January 2021

Bernard Zell is an independent Jewish day school for the 21st century where academic purpose, collaborative learning, and deep commitment to humanity develop engaged, confident learners and compassionate leaders for a stronger, more vibrant community and world. A pluralistic community day school, Bernard Zell welcomes students and families of varied religious beliefs and observance. The school combines Jewish learning and tradition with the best of innovative educational practice in a challenging and nurturing learning environment.

Job Summary and Scope of Responsibility:

Bernard Zell Anshe Emet Day School seeks a warm, passionate, and experienced school Social Worker to fill a long-term leave. This individual should be passionate about advocating for and supporting students, skilled in nurturing relationships, an outstanding communicator, knowledgeable in the developmental needs and issues for children in grades 5 through grade 8, and have a strong background in clinical skills to support a strong social work department. The social worker will be part of the Student Services Team and will collaborate regularly with grade-level teams within Middle School. Caseloads and grade levels will be determined by the Director of Student Services. The qualified candidate will have experience working in a school setting, with middle school-aged students, will possess strong written and oral communication skills, be able and willing to jump into a collaborative planning process, and be an active member of the life of the school. The position will require a deep understanding of social- emotional development, and a creative and flexible mindset. Strong collaborative skills are essential for this position, including regular communication with teachers, families, and private providers.     

Essential Duties and Responsibilities:

Primary Responsibilities

    Current LCSW or LCPC license and master's degree in social work or counseling (required) and the proper Illinois state licensure

      for school social work (preferred).

    The ability and experiences to deliver clinical services to students on caseload and within the school community

    Experience in and knowledge of on-going progress monitoring, an understanding of goal setting, assessment skills, behavioral

      intervention plans, and

      background supporting students in need of academic and social emotional support.

   The ability and experiences to deliver clinical services to students on caseload and within the school community

   Experience in and knowledge of on-going progress monitoring, an understanding of goal setting, assessment skills, behavioral  plans,

     and background supporting students in need of academic and social emotional support.

      The ability to coordinate ongoing collaboration and consultation with teachers, parents, administration, and private providers as well as

     others in the mental health field.

   An understanding of crisis response and interventions for students in critical need.

   Have a tremendous capacity to listen with compassion, genuine interest and sincerity, and professionalism so as to serve well the

     Bernard Zell community.

   Give specific feedback to support student growth.

   Participate actively in team meetings with families and private providers.

  Posses strong technology skills, including familiarity with google classroom and other online learning platforms.

Minimum Qualifications:

Education:

    Current LCSW or LCPC license and master's degree in social work or counseling (required) and the proper Illinois state licensure for school

    social work (preferred).

Experience:

     Minimum 2 years of teaching experience in middle school grade levels with diverse learners

   Have an understanding of the different developmental stages of learning

   Have an understanding of formative and summative assessments as well as other authentic strategies

   Experience with research-based interventions and data-driven decision making

   Experience with supporting executive functioning skills within a school setting

●   Experience in teaching through distance learning

Knowledge, Skills, and Abilities:

     Be energetic, collaborative, well-organized, self-directed, and have excellent time-management skills and flexibility.

   Be skilled in developing and implementing specialized intervention for individual students, small groups as well as full classroom

     instruction to nurture social /emotional growth.

   Able to establish and nurture relationships with students and parents and be able to offer parent consultation.

   Know how to effectively collect and interpret data for the purposes of providing developmentally appropriate services for students as

     well as to inform faculty, staff, and parents/ guardians.

   Possess strong technology skills for report writing, emailing, development of documentation, and design and delivery of presentations.

   Have experience reading and interpreting diagnostic screenings.

●   Keep informed about the expectations of the ISBE for nonpublic schools, state mandates, Independent Schools Association of the ●  ●   Central States (ISACS) and any governing body that may directly impact our students.

Travel Requirements: up to 5% travel may be requested.

Other Important Information and Benefits:

     All prospective employees must be able to clear a background check

   Work is generally performed onsite; Bernard Zell does not offer a telecommuting option

   The general workday is Work Day is 7:45 am - 3:45 pm but must be flexible to attend meetings beyond normal working hours

   Full-time employee benefits include employer-subsidized medical, dental, life and disability (short and long-term) insurances, 403b retirement

     plan, parking or public transportation, daily (kosher) breakfast and lunch, as well as optional insurances. Sick and flex (personal) days subject to

     length of tenure


How to apply: Please send a resume and cover letter to employment@bernardzell.org   

Bernard Zell Anshe Emet Day School has a long-standing policy of equal employment opportunity for every person regardless of age, race, color, disability, marital status, gender, sexual orientation, national origin, ancestry or citizenship. Bernard Zell recruits, hires and promotes individuals without regard to these characteristics, and all staffing decisions are based solely on the qualifications of each individual and the legitimate educational needs of our students. Bernard Zell does not discriminate in working conditions, physical facilities or any other terms, conditions or privileges of employment, including transfer, compensation, training, promotion, demotion or separation based on age, race, color, disability, marital status, gender, sexual orientation, national origin, ancestry or citizenship. Bernard Zell seeks to provide a work environment that is free from discrimination, intimidation and harassment based on any of these characteristics.



12/20/20

Maternity Leave Special Education Teacher for Grades K-2

Special Education Teacher for Grades K-2
Maternity Leave Tentative Dates March-June 2021

Job Summary
To create a flexible elementary grade program and a class environment favorable to learning and personal growth; to establish effective rapport with students; to motivate students to develop skills, attitudes, and knowledge needed to provide a good foundation for elementary grade education in accordance with each student’s ability; to establish good relationships with parents and other staff members; to assist in school programs subject to the SSDS Mission which states:

“At Solomon Schechter Day School of Metropolitan Chicago, we ignite our students’ Jewish souls, educate them to their highest potential, and empower them to use their knowledge, skills, and creativity to enrich our world. “

Essential Duties and Responsibilities
Duties of this job include, but are not limited to:

A. Teaches reading, language arts, social studies, mathematics, science, and social/emotional skills to students with special needs in a separate setting or in a co-taught classroom, utilizing a course of study adopted by the Board of Education, and other appropriate learning activities.

B. Instructs students in citizenship and basic subject matter.

C. Develops lesson plans and instructional materials and provides individualized and small group instruction in order to adapt the curriculum to the needs of each student. Modifies and adapts teacher lessons as applicable.

D. Uses a variety of instructional strategies, such as inquiry, group discussion, lecture, discovery, etc.

E. Translates lesson plans into learning experiences so as to best utilize the available time for instruction.

F. Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.

G. Evaluates students’ academic and social growth, keeps appropriate records and prepares progress reports.

H. Communicates with parents through conferences and other means to discuss students’ progress and interpret the school program.

I. Identifies student needs and cooperates with other professional staff members in assessing and helping students remediate health, attitude, and learning concerns.

J. Creates an effective environment for learning through functional and attractive displays, bulletin boards, and interest centers.

K. Maintains professional competence through in-service and professional growth activities.

L. Collaborates with grade-level colleagues about curriculum and educational programming.

M. Selects and requisitions books and instructional aids; maintains required inventory records.

N. Supervises students in out-of-classroom activities during the school day.

O. Administers standardized tests in accordance with the state testing program.

P. Participates in curriculum development programs as required.

Q. Serves as a case manager for assigned students.


R. Identifies the needs of students through formal and informal assessments and progress monitoring.

S. Writes and implements ISP and 504 plans in accordance with student needs and attends and/or facilitates special education staffings.

T. Reviews referral data, history, and assessment data to develop appropriate goals for each student and creates behavioral and academic intervention plans.

U. Reviews ISP and 504 plans with families and school teams and assists with understanding and supporting educational objectives.

V. Develops and implements interventions to meet individual student needs while maintaining current best practices for special education.

W. Collaborates and consults with school staff and outside providers regarding student needs.

X. Collaborates and consults in educational planning while serving as a special education teacher in a separate setting or as a co-teacher.

Y. Participates in faculty committees and the sponsorship of student activities.

Z. Demonstrates a commitment to best practice in all dimensions of effective teaching as defined by the Thoughtful Classroom framework, including Organization, rules, and routines; positive relationships; engagement and enjoyment; a culture of thinking and learning; preparing students for new learning; presenting new learning; deepening and reinforcing learning; applying learning, and reflecting on and celebrating learning.


Qualification Requirements

a. Bachelor’s degree in related subject from accredited university
b. Illinois teaching certificate.
c. Experience is preferred but not necessary for hiring.


Reports To: Director of Student Support Services

Duration full-time
Benefits This is a full-time temporary position. Benefits include leaving early for Shabbat and kosher food available for purchase.
Ad Posted On 2020-12-17
Times this Ad has been viewed 24 times
Ad is posted for 60 days
Categories Maternity Leave
Focus Education & Schools
Organization Name Solomon Schechter Day School of Metropolitan Chicago
Job Location 3210 Dundee Road
Northbrook, Illinois
United States
Map
Application Instructions https://jewishjobs.com/ptjobs/view/10004437

12/16/20

Job Title: Learning Specialist Long-Term Substitute

FLSA Status: Exempt
Reports to: Director of Student Services Effective Date: January 2021
Department: Student Services Date Revised: September 2020


​​​Bernard Zell is an independent Jewish day school for the 21st century where academic purpose, collaborative learning, and deep commitment to humanity develop engaged, confident learners and compassionate leaders for a stronger, more vibrant community and world. A pluralistic community day school, Bernard Zell welcomes students and families of varied religious beliefs and observance. The school combines Jewish learning and tradition with the best of innovative educational practice in a challenging and nurturing learning environment.

Job Summary and Scope of Responsibility:


Bernard Zell Anshe Emet Day School seeks a warm, passionate Learning Specialist to work with students with diverse learning needs in 3rd through 8th-grades in literacy and math. We are seeking to fill three different positions, 3rd/4th grade Learning Specialist with a focus in literacy, an 8th-grade Learning Specialist/class advisor with a focus in humanities, and a part-time 5th-8th grade Learning Specialist with a focus in math. The teacher(s) will be part of the Student Services Team and will collaborate regularly with grade-level teams within our Lower or Middle School. Subjects and grade levels will be determined by the Director of Student Services. The qualified candidate(s) will have experience working with diverse learning populations, with a focus in either literacy or math instruction, will possess strong written and oral communication skills, be able and willing to jump into a collaborative planning and teaching process, and be an active member of the life of the school. The position will require a deep understanding of curriculum and content, a strong ability to differentiate, and a creative and flexible mindset. Strong collaborative skills are essential for this position, including regular communication with teachers, families, and private providers. This teacher(s) should be prepared to differentiate learning for a wide range of children’s abilities and interests.

Essential Duties and Responsibilities:
Primary Responsibilities
● Plan and implement curriculum based on individual student needs
● Take part in collaborative planning with teacher teams
● Support students and teachers with curriculum modifications and accommodations
● Utilize school resources to plan supplemental instructional programs for individuals or small groups of students

● Understand how to integrate general education curriculum into small group lessons
● Demonstrate effective classroom management strategies; experience with Responsive Classroom is preferred
● Work collaboratively with teacher teams and departmental heads
● Communicate thoughtfully, respectfully, and clearly with parents and colleagues
● Demonstrate a love of working with children, nurturing the whole child in developmentally appropriate ways
● Differentiate curriculum and instructional methods as appropriate to support students of all levels
● Use formative and summative assessments to monitor and evaluate student progress.
● Give specific feedback to support student growth
● Participate actively in team meetings with families and private providers

● Posses strong technology skills, including familiarity with google classroom and other online learning platforms


Minimum Qualifications:
Education:
● Bachelor’s degree in special education with LBS1 certification required; master's degree is preferred
Experience:
● Minimum 2 years of teaching experience in literacy and/or math with the intermediate and/or middle school levels with diverse learners
● Have an understanding of the different developmental stages of learning
● Have an understanding of formative and summative assessments as well as other authentic strategies
Experience with research-based interventions and data-driven decision making
● Experience with supporting executive functioning skills within a school setting
Experience in teaching through distance learning
Knowledge, Skills, and Abilities:
● Understanding of best practices in education
● Willingness to keep current through appropriate professional development
● Proven ability to work as a member of a team
Proficient in using technology, skilled in using Google for Education
Travel Requirements: Up to 5% travel may be requested.
​​​​​
Other Important Information and Benefits:
● All prospective employees must be able to clear a background check
● Work is generally performed onsite; Bernard Zell does not offer a telecommuting option
● The general workday is Work Day is 7:45 am - 3:45 pm but must be flexible to attend meetings beyond normal working hours
● Full-time employee benefits include employer-subsidized medical, dental, life and disability (short and long-term) insurances, 403b retirement plan, parking or public transportation, daily (kosher) breakfast and lunch, as well as optional insurances. Sick and flex (personal) days subject to length of tenure


How to apply: Please send a resume and cover letter to

employment@bernardzell.org


​​Bernard Zell Anshe Emet Day School has a long-standing policy of equal employment
opportunity for every person regardless of age, race, color, disability, marital status, gender,
sexual orientation, national origin, ancestry or citizenship. Bernard Zell recruits, hires and
promotes individuals without regard to these characteristics, and all staffing decisions are based
solely on the qualifications of each individual and the legitimate educational needs of our
students. Bernard Zell does not discriminate in working conditions, physical facilities or any
other terms, conditions or privileges of employment, including transfer, compensation, training,
promotion, demotion or separation based on age, race, color, disability, marital status, gender,
sexual orientation, national origin, ancestry or citizenship. Bernard Zell seeks to provide a work
environment that is free from discrimination, intimidation and harassment based on any of these
characteristics.


6/11/2020

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Position Title: Secondary School Counselor
Reports to: Head of Secondary School

Position Description: The mission of LFC counselors is to address the social and emotional development of students. Through cooperation with teachers, students and parents, school counselors work to ensure that all students have access to and acquire the skills needed to be responsible global citizens. School counselors are student advocates who provide support and resources to facilitate students’ success. The secondary school counselor offers social and emotional workshops and lessons to educate students in life skills ranging from such as stress management, resilience, internet safety, friendship, organization, and human development. She or he also works with students individually and in small groups, and collaborates closely with teachers and parents, to support students’ social and emotional success.

The counselor is part of the Student Services Department, which is divided between the Primary and Secondary schools. The counselor will work exclusively in the secondary school with a learning specialist, and will collaborate closely with the Middle School Team (Dean of Students and Middle School Coordinator) and High School Team (Dean of Student, IB Coordinator, and Orientation Team).

Responsibilities (including, but not limited to):

  • Coordinate and assess new student referrals from teachers, parents, or students, recommend a plan of action, and monitor progress.
  • Collaborate with families’ therapists to be sure all needed support for students is in place at school.
  • Implement and coordinate with the Dean of students a preventative and responsive programming to help all students develop valuable life skills.
  • Provide individual and group counseling for students.
  • Communicate with parents to discuss behavioral, social, and emotional concerns.
  • Collaborate and consult with faculty, staff and administration on individual student support.
  • Maintain an updated referral list of therapists.
  • Manage outside evaluations of students: communicate key information to teachers within limits of confidentiality.
  • Facilitate and participate in regular team meetings to review student progress.
  • Regular attendance in SSD meetings, counseling meetings, ISACS counseling consultation, and ongoing professional development.
  • Classroom observations.
  • Collaborate with the health department.
  • Collaborate and consult with teachers and administrators on classroom and school-wide social emotional support strategies such as Positive Discipline.
  • Will work on creating, training staff, and implementing the Advisory Program.
  • Will Collaborate to create safety policies and procedures for student well-being.
  • Other tasks as needed.

     

    Requirements

     

    • The ideal candidate is a flexible, organized, and independent team player who is adept at multitasking and navigating multiple client systems in a thoughtful, confident, and proactive manner.
    • S/he possesses a minimum of a Master’s degree in Social Work, Psychology, or related field and at least one year of experience in school counseling or social work. An equivalent combination of education and experience will be considered.
    • Illinois state clinical licensure (LSW or LCSW) and/or Type 73 School Counseling certificate preferred.
    • Knowledge of confidentiality laws and ability to protect confidential information.
    • Ability for public speaking, as needed in professional development for faculty and in parent presentations.
    • Ability for classroom speaking on social emotional and related wellness topics
    • Must be able to work as a team member.
    • Strong interpersonal skills.
    • Experience working with middle and high school student issues preferred.
    • Experience working in an independent school preferred, as well as experience in classrooms and teaching or leading student groups.
    • Appreciation of and sensitivity to cultural differences. Cross-cultural interests and/or experience in cross-cultural environments preferred.
    • Excellent written and verbal communication skills.
    • Fluent in English, with knowledge and understanding of the French language and culture a plus.
    • Must be aware of processes and documents related to school accommodations plans and reading professional evaluations.
    • Demonstrated resourcefulness in solving problems, strong organizational and time management skills, and keen attention to detail, strong work ethic, and flexibility. 
    • Additional Information
    • This position will be open beginning next school year with a start date of August 2020.
    • The schedule is Monday through Friday, 8 AM – 5 PM, onsite at the school, including direct support, coordination, follow-up with staff and families
    • Occasional evenings and weekends may be required.

How to Apply

Please visit the LFC’s Employment Opportunities website and submit a cover letter and resume. No phone inquiries, please.

Lycée Français de Chicago is an equal opportunity employer. All qualified candidates of any gender, race, class, sexual orientation, faith, disability, or age are encouraged to apply. All candidates will be evaluated on a merit basis.

For more information about the Lycée please go to www.lyceechicago.org


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PLDSE

P.O. Box 911

Glenview, IL 60025

pldsechicago@gmail.com

Professionals in Learning Disabilities and Special Education is a not-for-profit organization offering continuing education programs to inform members of current instructional practices, assessment, and policy issues in the field of learning disabilities.  PLD/SE also offers a referral service to the community, providing qualified professionals for diagnostics and remediation.  PLD/SE provides programs as a service to its members.  PLD/SE does not endorse any specific program, speaker, instructional materials, method, treatment, or evaluation center for children with disabilities.  

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