Laboratory Schools: Learning Coordinator, High School
The Laboratory Schools seek the finest employees—people who wish to inspire a love of learning in our students and join a vibrant learning community. We employ people with a wide range of skills and training, in many different disciplines. At Lab, we value learning experientially, exhibiting kindness, and honoring diversity. We seek employees who share a similar commitment to these values. Lab people are engaged and excited by our mission of igniting and nurturing an enduring spirit of scholarship, curiosity, creativity, and confidence in the youngest members of the University of Chicago’s academic community. The Laboratory Schools is a great place to work and our connection to the University provides our faculty and staff with opportunities that would be nearly impossible to match in any other environment. Interested candidates should apply via our website at: http://www.ucls.uchicago.edu/about-lab/employmentJob Information
The High School Learning Coordinator is a member of the University High School Learning and Counseling Department. The Coordinator provides direct service to U-High students with and without learning differences, works in a mentor-ship capacity with faculty to facilitate differentiated instruction using Universal Design for Learning frameworks, develops accommodation plans that are integrated into students' high school classes, and consults with families to secure appropriate testing accommodations on standardized tests.
Education, Experience, or Certifications:
NOTE: When applying, all required documents MUST be uploaded under the Resume/CV section of the application.
Benefit Eligibility Yes
Pay Frequency Monthly
Pay Range Depends on Qualifications
Scheduled Weekly Hours 40
Union 000- American Federation of Teachers , Local 2063
Job is Exempt? Yes
Drug Test Required? No
Does this position require incumbent to operate a vehicle on the job? No
Health Screen Required? No
Posting Date 2020-02-20-08:00
Remove from Posting On or Before 2020-08-20-07:00
The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination.
Staff Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via Applicant Inquiry Form.
The University of Chicago's Annual Security & Fire Safety Report (Report) provides information about University offices and programs that provide safety support, crime and fire statistics, emergency response and communications plans, and other policies and information. The Report can be accessed online at: http://securityreport.uchicago.edu. Paper copies of the Report are available, upon request, from the University of Chicago Police Department, 850 E. 61st Street, Chicago, IL 60637.
Bernard Zell Anshe Emet Day School (www.bernardzell.org) 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.
Primary Job Responsibilities
Bernard Zell Anshe Emet Day School seeks a warm, passionate Middle School Learning Specialist (primary
responsibilities but not limited to, will be working with seventh-grade students) teacher who will fulfill the duties of
a teacher during an extended leave of absence. The qualified candidate will have experience working with diverse
learning populations, 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 creativity and flexibility, and a strong background in working with students with diverse learning needs.
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.
● Plan and implement individualized curriculum based on individual student needs.
● Take part in collaborative planning with teacher teams.
● 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 on a weekly basis.
● Implement research-based interventions and monitor student progress.
● Bachelor’s degree in education with special education/LBS1 certification or endorsement required; master's degree in education preferred.
● Experience teaching students with diverse learning needs at the middle-school level.
● Willingness to learn and grow professionally.
● Have an understanding of the different developmental stages of learning.
● Have an understanding of formative and summative assessments as well as other authentic strategies.
Work Conditions, Benefits, Etc.
● Work day is 7:45 am - 3:45 pm● Work is performed on site, i.e. Bernard Zell does not offer a telecommuting option
● Breakfast and lunch included
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
The school 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 Anshe Emet Day School seeks to provide a work environment that is free from
discrimination, intimidation, and harassment based on any of these or other characteristics.
Learning Specialist at Chicago Jesuit Academy
Job Description: Students who attend Chicago Jesuit Academy will be the next generation of leaders in the city of Chicago. Talented men and women who wish to be employed by Chicago Jesuit Academy as teachers must demonstrate a past and continued commitment to academic excellence, professional development and the best ideals of the Roman Catholic faith. Strong candidates for teaching positions are disciplined workers, compassionate listeners and tireless advocates for the children they serve. Most importantly, they recognize that Chicago Jesuit Academy will ask them to approach their work as a vocation and make substantial contributions of their time and talents in the service of the students of the Academy. The success of each Academy student hinges upon the determination and excellence of each teacher.
Chicago Jesuit Academy (CJA) is looking for a Learning Specialist to run interventions in the Learning Resource Center (LRC). The specialist will work in close partnership with the Head of School, Director of Curriculum and Instruction, and Director of Learning Supports to oversee and implement special education services at CJA. Responsibilities will include but are not limited to:
There is no greater relationship at CJA than the relationship between teacher and student.
All faculty will be expected to serve as classroom teachers as well as proctors for a variety of daily and co-curricular activities. He/she is expected to:
Please apply on our website, www.cjacademy.org
Mission: Chicago Jesuit Academy (CJA) is a full-scholarship lower and middle school for young men from modest economic backgrounds who could not otherwise access a well-resourced, faith-based college prep education in the Catholic tradition. We support and advocate for CJA students and alumni as well as other children of modest means as they progress to and through college prep high schools, post-secondary education and the transition to meaningful careers and citizenship. CJA invites students to become persons for others who aspire to be open to growth, loving, intellectually competent, religious and committed to doing justice.
Means: Located in the Austin neighborhood on Chicago’s West Side, CJA enrolls students without regard for their past levels of academic achievement. We use small class sizes, rigorous extended school days and an 11-month school year to develop each student as a whole person in accord with the Jesuit mission and tradition. CJA shares best practices with other schools, and we partner with the broader community to promote access to better educational resources and a deeper understanding of the obstacles to educational equity. The disciplined sacrifices of CJA’s students, alumni, parents, faculty, staff, volunteers and benefactors make the success of our mission possible.
Non-discrimination Policy: Chicago Jesuit Academy, in accordance with our Jesuit tradition, is committed to fostering a diverse community of outstanding faculty, staff and students, as well as ensuring equal educational opportunity, employment, and access to services, programs and activities, without regard to an individual’s race, color, national origin, religion, age, disability, sex (except in matters of admission and enrollment), gender identity/expression, sexual orientation, marital status, pregnancy, predisposing genetic characteristic or military status. Employees, students, applicants or other members of the CJA community (including but not limited to vendors, visitors, and guests) may not be subjected to harassment that is prohibited by law, or treated adversely or retaliated against based upon a protected identity.
Middle School Learning Specialist Job Description(Part-time Leave Replacement)
North Shore Country Day School
North Shore Country Day School, a JK-12 independent school near Chicago, seeks a part-time Middle School Learning Specialist to cover a parental leave starting in early November. It is anticipated the leave will conclude in late February or early March.
●A Bachelor’s Degree in Special Education, Master’s Degree in Special Education preferred
●Type 10 Special Education teaching certificate
● 3+ years junior high school teaching experience in a learning disability setting
●Experience working in an independent school is a plus
●Knowledge of interpreting diagnostic testing evaluations
●Excellent written and oral communication skills
●Strong organizational and interpersonal skills
Essential responsibilities include:
●Provide individual curricular support, as well as study skills development, to students with learning challenges due to learning disabilities, attention issues or weak organization and study skills
●Collaborate with the Middle School Learning Specialist to develop and implement formal school plans (Individual Achievement Plan) that detail a student’s learning profile, recommendations for strategies and support, and accommodations
●Partner with faculty to coordinate and implement recommendations and accommodations and to facilitate faculty’s understanding of student’s learning style
●Maintain confidential student records and keep accurate documentation of sessions and meetings
●Communicate with parents through writing individual student narratives that detail student progress, as well as email and phone calls
●Attend staffings with parents and faculty to develop a support plan for students that includes strategies, recommendations, and accommodations
The position entails working individually with about 9 students, usually once a week per student, with 3-4 students meeting twice a week.
Candidates are asked to submit a cover letter that includes their philosophy/approach to their work, a resume, and a listing of professional references (it is helpful to know the context in which the reference worked with the candidate and have both email and phone contact information for each reference). All information should be submitted to electronically to email@example.com
We are fully committed to a culturally diverse faculty and student body. North Shore Country Day School is an equal opportunity employer. Employment decisions are based on merit, qualifications, and abilities. North Shore does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability or any other characteristic protected by law.
Part-time Learning Specialist
Ancona School seeks an education professional with a successful track record to provide support to classroom teachers and their students with diverse learning needs, particularly those experiencing challenges in reading, writing, and math, as well as in areas related to executive functioning.
The Learning Specialist will work closely with colleagues on the Student Support Team (SST) and Ancona faculty to assist students with learning differences that require differentiated instruction, classroom modifications. accommodations. and remedial instruction. The Learning Specialist will participate in established relevant student record keeping and the development of individualized learning plans (i.e., Student Support Plans).
This position is part-time, averaging 25 hours per week, for the 2019-2020 academic year, beginning in August 2019.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job functions.
Essential Job Functions
It is the policy of Ancona School not to discriminate against any employee or any applicant for employment because of age, race, religion, color, handicap, sex, physical condition, developmental disability, sexual orientation or national origin. This policy shall include, but not be limited to, the following: recruitment and employment, promotion, demotion, transfer, compensation, selection for training, including apprenticeship, layoff and termination.
All inquiries are treated confidentially.
You may access the Kenilworth School District No. 38 AppliTrack Employment Portal
You may access the Kenilworth School District No. 38 AppliTrack Employment Portal
Researcher Dr. Kenn Apel posted this on the SPELL-link'd PASS forum. Any assistance or leads would be greatly appreciated
I am in the final year of my 3-year research grant that is developing a morphological awareness test. This coming academic year, I am looking to expand my data collection to include school districts outside of my immediate area (i.e., outside of SC). As for one of those sites, I am hoping to collect data in the Chicago and/or surrounding areas (e.g., Evanston). To do this, I need two tasks to occur. First, I need to hire an individual who would be willing to serve as the site supervisor in his/her area. This person will ensure the project is completely correctly and with fidelity. S/he also will oversee 3-4 research assistants. Details are on the attachment. Second, I need district permission. This is becoming trickier and trickier nowadays because so many districts (and schools within those districts) are so focused on passing the state test. Any “pull” that a person has to help with this process would be wonderful.
Thank you for “listening” to my request.
Professor and Chair
University of South Carolina
Department of Communication Sciences and Disorders (COMD)
1705 College St., Room 215
Columbia, SC 29208
1) We are entering Year 3 of the grant project next year (starting in the Fall). For this coming year, the main focus is on reliability and validity of the morphological awareness tasks we have honed over the last 2 years. So, we will be administering those MA tasks. We provide all measures and forms needed.
2) Originally, I was not scheduled to test kids outside of SC, but I have enough carryforward funds to allow us to do that. We want to increase our number of participants to ensure our results represent a larger snapshot of first through sixth grade students across the country.
3) I can pay the site supervisor $15,000 to help with the process.
4) We also would hire about 3-4 local RAs to help collect data. They would get $12/hour for about 20 hours per week for an estimated 25 weeks (actually, I don't think they will be needed for 25 weeks to collect the data- I need to go back and figure that out). We would work with the site supervisor and other contacts to find those folks.
5) All of the team (site supervisor, RAs) would need to have TB tests and background checks (all districts pretty much require this). We would pay for those.
6) We would need to obtain district and then principal-level permission to test in the schools. We have all of the paperwork for that.
7) There would be participation incentives for the teachers who help us/allow the team to test the kids. We pay $5/student and an extra $20 for the teacher (so, if she has 5 kids, she gets $45). She would get a "Visa-like" card. We say it is to help her buy materials for her classroom, but I don't check on that and I don't really care.
8) I or my project coordinator (Alexis Mitchell) would fly out to "train" the site supervisor/the RAs on the measures. The site supervisor's main responsibility is to ensure the RAs are collecting data correctly. It also would be nice if the supervisor collected some data, just so the RAs know how important it is to be diligent/detailed.
9) The idea is to get school/district permission early Fall/school year so testing can start shortly after that.
10) We THINK the project will take about 3-4 months to do all the training of the team and the collection of the data.
5th & 6th Grade Special Education Teacher
This position is for the 2019-2020 School Year.
Middle School Math Specialist
Bernard Zell Anshe Emet Day School
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.
Knowledge, Skills, and Abilities:
How to apply: Please send a resume to firstname.lastname@example.org