Job Postings


Learning Specialist - Bernard Zell Anshe Emet Day School

Job Title: Learning Specialist 

Department: Student Services 

Supervisor:  Director of Student Services

FLSA Status: Exempt

Effective Date: September 25, 2017

Bernard Zell Anshe Emet Day School ( is an independent Jewish day school for the 21 st 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 Learning Specialist to work with the Student Services Team. The teacher will work with students with diverse learning needs, across grade levels within the Middle School, and subject areas as determined by the Director of Student Services. 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 a deep understanding of curriculum and content, creativity, 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. 

Primary Job 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 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. 
  • Be a leader who embraces change and improving practice and leads others to do so. 
  • Support families to help them know their children as learners and to navigate through the school years
Minimum Qualifications 
  • Bachelor’s degree in special education with LBS1 certification; master's degree in education preferred. 
  • Experience teaching students with diverse learning needs at the middle school level. 
  • Willingness to learn and grow professionally. 
  • Supervisory experience preferred
Knowledge, Skills, and Abilities: 

• 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. 
• Deep knowledge about child development and developmentally appropriate practice. 
• Knowledge and mastery of the most up to date practices and pedagogies. • Collaborate with colleagues to support the mission of the school. 
• Excellent written, verbal and interpersonal communication skills. 
• Ability to work in a fast-paced environment and drive multiple projects concurrently, both independently and as a member of the team. 
• Support and reflect school values.

Travel Requirements: Up to 5% travel may be required (domestic). 

Other Important Information and Benefits: 

• All prospective employees must be able to clear a background check and TB screening. 
• 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. 
• 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, flex (personal) and vacation days subject to length of tenure.

How to apply: Send your resume and cover letter to

Equal Opportunity Employer 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. 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.


JOB POSITION - LEARNING SPECIALIST Alphonsus Academy and Center for the Arts

Job Title: Learning Specialist

 The Learning Specialist is a qualified professional educator who meets the requirements to teach in a Catholic school in the Archdiocese of Chicago. 


The learning specialist is hired by and is directly accountable to the principal. The learning specialist agrees to abide by the educational policies and procedures of the Archdiocese of Chicago and the Office of Catholic School as well as comply with the educational policies and procedures of the local school. The teacher cooperates with the principal and staff in providing an educational environment that promotes the ministry of Catholic education. 

General Responsibilities:

  • As a professional educator in a Catholic school, the learning specialist will: 
  • Teach and act in accordance with Catholic doctrinal and moral teachings of the Catholic Church 
  • Know, teach, and act consistently in accordance with the mission, philosophy, objectives, policies and procedures of the Catholic Church
  • Maintain state certification
  • Communicate regularly with parents/guardians, colleagues and principal
  • Participate in the Archdiocese of Chicago religion inservice programs and in the school sponsored professional development programs
  • Prepare and implement a strategic plan for on-going intervention and remediation in PreK-8 
  • Assess incoming students and potential students for admissions 
  • Assist teachers in classrooms to help adjust and modify curriculum for students 
  • Administer research-based benchmarking assessments in reading and math three times a year
  • Provide accommodations for standardized testing 
  • In cooperation with classroom teacher(s), create an academic achievement plan for each student requiring academic support 
  • Support parents in helping meet, and advocate for, the academic and/or social needs of their child by promoting, and educating them, about outside services: school tutoring, LBS1 support, Title 1 services, and the special education process. 
  • Adhere to strict student confidentiality 

Environmental and Physical Demands: 

The teacher supervises and evaluates students, escorts students from building to building, carries materials and climbs stairs. 


  • Practicing Catholic preferred 
  • Compliance with Safe Environment Requirements 
  • State certification
If interested, please contact the AACA principal, Dr. Badynee at


Full-Time Learning Specialist

Chicago Jewish Day School offers an exciting and innovative dual curriculum, encompassing the best of General Studies, Hebrew and Jewish Studies. At CJDS, learning is approached in a safe, collaborative, and supportive educational environment. As our school continues to grow, we are looking for creative and collaborative faculty to join and expand our team for the 2016-17 school year.

Ideal Candidate:

·         Experience working with children in grades 5-8

·         Maintains excitement about and passion for the daily work of an educator

·         Creates a respectful learning environment


·         LBS1/Type 10 certification is required of all applicants. Master’s Degree preferred

·         A minimum of 3 years’ experience in learning disabilities/or special education is required

·         Experience should include collaborating with a team of teachers, providing individual and small group remediation to individual students in and out of the classroom, and cooperation/meetings with parents

·         Excellent ability to collaborate, develop and communicate differentiation strategies with classroom teacher

Salary: Commensurate with experience

Contact:  Please send resume and cover letter to Amy Friedman at



Individual Student Assistant


Chiaravalle Montessori School is seeking an Individual Student Assistant for the 2017-2018 school year. The assistant will provide one-on-one support to a lower elementary student with learning differences within the classroom. The assistant will be employed and compensated by the student’s family, however, will work collaboratively with Chiaravalle teachers and Learning Resources staff.



8:30 a.m. - 11:00 a.m.

Up to 3 days per week (TBD)

(7 hours/week anticipated)



-bachelor’s degree or equivalent education / training

-experience working directly with children in educational or childcare settings

-experience working with children with developmental or learning differences preferred

-familiarity with Montessori education, 6-9 experience/certification preferred

-willingness to collaborate and work under direction of lead teachers and learning resources staff

-excellent communication skills


Key Responsibilities:

• Assist student in accessing and completing assigned academic work

• Support work habits and positive behavior (including, but not limited to: supporting the student with transitions into the classroom and between activities, providing frequent redirection, guiding executive functioning skills, facilitating social integration, consistently setting limits, and giving positive feedback and reinforcement)

• Consultation and collaboration with teachers and Learning Resources staff

• Attend Student Support Plan team meetings, as requested


Please send resume to if interested in this opportunity.


Learning Specialist

Woodlands Academy of the Sacred Heart is seeking a full-time certified learning specialist with an emphasis in teaching math and science for the 2017-2018 academic year.

Woodlands Academy’s Learning Program serves young women who have a diagnosed learning disability who have strong academic skills and intellectual promise to work within a rigorous college preparatory program.

Students meet with Learning Program staff every other day individually or in a small group setting.   

The department is seeking a certified learning specialist to staff this program.  In addition to having a certificate/credential as a learning specialist, candidates must have a B.A. or B.S. and experience working with students of high intellectual caliber. A master’s degree is strongly preferred.  Candidates should be facile with reading psycho-educational evaluations, conducting staffing meetings with faculty and parents, and developing strategies with the Learning Program team.  Responsibilities also include, but are not limited to, supporting the professional development of faculty in differentiated instruction and curriculum designed for learning, securing standardize testing accommodations for qualified students, and communicating regularly with faculty and parents.

Please complete the application materials listed on the Career Opportunities web page of the school’s website at  All applicants must submit a cover letter, resume, three written references, and a Job Application.

Woodlands Academy of the Sacred Heart is an all-girls, Catholic, college prep day and boarding school in Lake Forest, IL.  Visit the school’s website at and the website of the Network of Sacred Heart Schools at

Woodlands Academy is an equal opportunity employer.  Woodlands Academy does not discriminate against any individual on the basis of race, color, religion, sex, sexual orientation, marital status, national origin, ancestry, genetic information, age, disability, status as a veteran or being a member of the Reserves of National Guard, or any other classification protected under state or federal law.

Apr 21 2017

Substitute Learning Resource Specialist (Part-time, Leave Position)

We are seeking a Part-time Substitute Learning Resource teacher for grades K-3, to cover a leave of absence from mid-October to early January. This position will work 12-15 hours per week on MondayTuesdayThursday and Friday from approximately 9:30a - 1:30p. The Learning Resource teacher will report directly to the Head of School.


The Learning Resource teacher will work both in small group and one-on-one to support students. In addition, the Learning Resource teacher will conduct reading assessments and offer reading remediation based on those assessments. This position will work with classroom teachers, other specialists, and parents as part of a team committed to helping students who are diverse learners. The Learning Resource teacher will complete documentation of progress.


  • Master's degree in Education or related subject area.
  • State Certification in Elementary Education is preferred.
  • At least two years of relevant experience in a school setting is required.
  • Familiarity with Fundations/Wilson curriculum preferred.


Upper School Learning Specialist and Lower School Learning Specialist

North Shore Country Day School

Winnetka, Illinois

North Shore Country Day School, a JK-12 independent school near Chicago, seeks two full-time Learning Specialists for the 2017-2018 Academic Year, one position for the Upper School (9-12) and one position for the Lower School (JK-5). While a bachelor’s degree is required, a master’s degree is strongly preferred. North Shore is eager to consider applications from groups traditionally underrepresented in independent school communities.

We seek candidates with three or more years of experience building strong relationships with a range learners and directing one-on-one sessions that develop student understanding of their learning profile and support their academic and personal skill development. We are particularly interested in candidates with previous experience working with Upper School aged students in an independent school setting.  Additionally, ideal candidates will be believers and cultivators of the ‘growth mindset,’ excellent written and oral communicators, collaborative and valued colleagues, and life-long learners committed to their ongoing professional development.

Responsibilities include but are not limited to supporting the professional development of faculty in differentiated instruction and universal curriculum design for learning, securing standardized testing accommodations for qualifying students, and keeping in regular contact with parents through student progress reports.  A full job description listing additional roles and responsibilities will be provided to candidates who make it to the phone interview stage of our search.

Candidates are asked to submit a cover letter specific to the role at North Shore Country Day School, a resume, a written statement detailing their philosophy/approach to their work, 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).

North Shore offers competitive salaries that are commensurate with experience.  Additionally, North Shore provides an excellent employee benefits program, including health and retirement benefits, tuition support for children’s attendance at North Shore, and professional development funding to support summer study, attendance at conferences/workshops, travel, and advanced degree work.  For more information about North Shore Country Day School and the opportunities available for members of our faculty, please go to  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.


Substitute Intermediate & Middle School Learning Resource Teacher

(Late August 2017-December 2017; Covering a Leave of Absence)

Job Summary:

Francis W. Parker School is a renowned JK-12th grade independent day school. Founded in 1901 on the tenets of progressive education, the school currently enrolls 934 students and employs 200 dedicated faculty and staff members who, in addition to assistant teachers, substitute teachers and coaches, work together to ensure that the School lives up to its Mission to “educate students to think and act with empathy, courage and clarity as responsible citizens and leaders in a democratic society and global community.”

We are currently seeking a skilled and experienced substitute Intermediate and Middle School Learning Resource Teacher to cover a leave of absence, working in classroom, small group, or one-on-one settings. The Learning Resources Program aims to support students with learning differences through mainstream classroom environments and the Learning Resource teacher coordinates with many different classroom teachers in order to support students and communicate student growth and progress with parents. The substitute will help students learn their course material, gradually become more independent, gain insights into themselves as learners, and become their own best advocates. This particular position includes working with 8th graders in a departmentalized program as a member of the 8th Grade Team, and working with students from one 5th Grade self-contained classroom, collaborating with the Grade Head. Additional duties include 8th Grade advisory, chaperoning class trips, and working with colleagues on community service projects.

Required Qualifications:

Bachelors degree in Learning Disabilities; Masters preferred

• Background in learning disabilities and/or special education

• Experience with Intermediate and Middle School students, including a thorough knowledge of the developmental needs, interests, and profiles of students ages 10-14

• Possess an understanding of individual needs of students and the ability to work well with colleagues to modify and adapt instruction for all learners

• Flexible and able to work closely with two teams of teachers

• Broad cross-curricular knowledge base
• Able to communicate clearly and tactfully with students, parents and colleagues

• Superior communication skills (both oral and written), with the ability to summarize data from diagnostics and to clearly identify and describe cognitive areas that need support

• Understanding and commitment to the tenets of progressive education

• Empathetic, sound judgment, emotional maturity and a sense of humor

• Adept at helping students, colleagues and parents understand how technology can enhance student organization, communication/self-advocacy and learning


Commensurate with background and experience; comprehensive benefits package.

To Apply:
Please submit cover letter with resume by email or fax to (no telephone inquiries please):

Laureen Sweers, Director of Human Resources
Francis W. Parker School
330 W. Webster Avenue
Chicago, IL 60614

fax: 773.549.4430

The faculty, staff and administration of Francis W. Parker School are integral parts of the School's community. Through their passion, dedication and commitment to the School's mission, they create and support an environment where exceptional child-centered learning can occur.

Francis W. Parker School is committed to cultivating a community of dedicated students, parents, faculty and staff, trustees, administrators and alumni, who acknowledge, respect, and esteem diversity in our school; and who reflect, through their presence, the diversity of Chicago communities and the wider world.

 Francis W. Parker School is an equal opportunity employer.


Director of Special Education New Trier High School JobID: 1370  

Position Type:

  •   Administration/Director of Special Education

  • Date Posted:

  • Location:
      Northfield Campus

  • Date Available:
      July 1, 2017

  • Closing Date: 
      April 14, 2017
  • Position Overview
    Responsible for oversight and development of comprehensive and innovative special education
    services to meet diverse student needs and ensuring compliance with all federal and state
    1. Master's degree in Special Education.
    2. Five years’ experience in Special Education leadership and/or general administration.
    3. Illinois Professional Educator License with General Administrative or Principal endorsement and Director of Special Education endorsement.
    4. Qualified Evaluator certification.
    5. Extensive knowledge of a variety of special education programs and best practices.
    6. Knowledge of federal and state laws related to Special Education.
    7. Excellent interpersonal and communication skills.
    8. Evidence of collaborative leadership.

    District Administrative
            9.  Contributes to District leadership, working as an active member of the administrative team; assists in development of the total school philosophy of education.
          10.  Recommends school policies that include the needs of students with disabilities and assists in their adoption.
          11.  Recommends policies and changes essential to special education programs.
          12.  Oversees the budget for all aspects of the Special Education program, and prepares projections in conjunction with Business Services staff.  Identifies future needs and trends to inform program and budget development.
          13.  Assumes responsibility for compiling, maintaining, and filing all reports, grants, claims, records, and other documents legally required (FACTS, IDEA, personnel reimbursement,
    transportation, etc.).
          14.  Provides leadership in establishing new programs and improvement of existing programs.
          15.  Evaluates on an ongoing basis, the total special education program, curriculum, procedures and student growth.
          16.  Keeps the Board of Education informed regarding special education programs, services and budget trends.  

    Program and Personnel Oversight
          17.  Leads the recruitment and selection for hiring of special education personnel.
          18.  Leads the supervision and evaluation of Special Education faculty. 
          19.  Oversees implementation of 504 services and coordinates appeals process with 504 Coordinator.
          20.  Monitors school psychologist evaluation processes for initial referrals and reevaluations; assigns and supervises psychologists and other consultants.
          21.  Administers all out-of-district placements.
          22.  Supervises and coordinates instruction for homebound or hospitalized students.
          23.  Supervises speech and language services.
          24.  Oversees special education articulation with sender districts.
          25.  Oversees alternative educational programs for areas other than special education.  

    Legal Compliance
          26.  Keeps informed of all legal requirements governing special education and ensures compliance.
          27.  Coordinates all resolution and mediation meetings as well as Due Process hearings.
          28.  Ensures compliance with child find activities and identification of students with disabilities.
          29.  Oversees records maintenance of all children receiving special services.
          30.  Oversees transportation as a related service for students with disabilities.
          31.  Coordinates proportionate share activities for students attending private or parochial schools and homeschooled students within the district.  

    Other Areas of Responsibility
          32.  Maintains a permanent inventory of equipment purchased for special education.
          33.  Approves all supplies, materials, and texts used in special education classes.
          34.  Serves as district liaison with the North Suburban Special Education District (NSSED) and with the Illinois State Board of Education.
          35.  Assumes responsibility for personal professional growth and development; for keeping current with the literature, new research findings, and improved techniques; and for attending appropriate meetings and conferences.
           36.  Performs all other duties as assigned.

    Assignment:          12-month
    Location:                Northfield
    Compensation:      Commensurate with experience
    Reports to:             Superintendent
    Supervises:            Special Education Department Chair, Special Education Department Coordinator, New Trier Learning Center Department Chair, School Psychologists, Speech Pathologists,
                                     Transition Coordinator, 504 Coordinator, Administrative Assistant.   The purpose of New Trier High School is to commit minds to inquiry, hearts to compassion, and lives to the service of humanity. New Trier enrolls approximately 4,200 students on two campuses serving the communities of Glencoe, Kenilworth, Northfield, Wilmette, Winnetka, and parts of Glenview and Northbrook.  The Northfield campus serves freshmen and the Winnetka campus serves sophomores, juniors and seniors. New Trier encourages student achievement through collaborative learning and supports student access to a wide variety of co-curricular and extra-curricular programs. The district encourages and actively supports professional growth and staff collaboration.  Learn more about New Trier at


Learning Assistant - St. Mary of the Woods Catholic School

Teacher - Learning Assistance

The teacher is a qualified professional educator who meets the requirements to teach in a Catholic school in the Archdiocese of Chicago.


The teacher is hired by and is directly accountable to the principal. The teacher agrees to abide by the educational policies and procedures of the Archdiocese of Chicago and the Office of Catholic Schools as well as comply with the educational policies and procedures of the local school.  The teacher cooperates with the principal and staff in providing an educational environment that promotes the ministry of Catholic education. 

General Responsibilities

As a professional educator in a Catholic school, the teacher will:

·         teach and act in accordance with Catholic doctrinal and moral teachings of the Catholic Church;

·         know, teach and act consistently in accordance with the mission, philosophy, objectives and policies and          procedures of the Catholic school;

·         maintain state license;

·         communicate regularly with parents/guardians, colleagues and principal;

·         participate in the Archdiocese of Chicago religion in-service programs and in the school sponsored          professional development programs;

·         perform teaching duties as assigned by the principal;

·         attend required faculty and staff meetings;

·         cooperate with the principal and staff members in school related meetings, activities and projects;

·         maintain accurate student attendance and academic records;

·         maintain a safe, orderly and secure learning and working environment; 

·         participate in the annual performance review based upon the implementation of the general                responsibilities of a professional educator in a school;

·         maintain confidentiality and discretion regarding school personnel, students and general school matters. 

The principal assigns specific tasks essential to the function of the position.

Additional Learning Assistance Job Description:

  •  Read reports and ACT Aspire results
  •  Parent and teacher communication
  •  Send a letter to parents at the start of the year to let them know their child’s schedule with you
  •  Meet with teachers at the beginning of the year to review the accommodations and ICEP of each student
  •  Meet with parents and teachers whenever an ICEP needs to be updated or a new evaluation has been    completed    (these meetings are typically held before or after school)
  •  Hold end of year conferences with parents to discuss plans for the summer and the following year
  •  Follow recommendations on ICEP for each student
  •  Help modify tests and create simplified study guides for students when needed
  •  Help grow the RTI program at SMOW
  •  Attend RTI meetings
  •  Collaborate with teachers to find successful intervention strategies
  •  Help teachers collect data on students
  •  Assess Star Reading, Star Math, Star Early Learning and ACT Aspire testing results to find students that  need interventions
  •  Keep records of student progress
  •  Meet students at their academic levels
  •  Administer ACT Aspire to students who need accommodations
  •  Create a supportive learning environment that boosts the confidence of students

Environmental and Physical Demands

The teacher supervises and evaluates students, escorts students from building to building and on field trips, carries materials and climb stairs.


·         practicing Catholic preferred

·         compliance with Safe Environment Requirements

·         state licensure 



Supporting Literacy and Math (SLAM) is an after school program that supports at-risk kindergarten and first grade students in reading and math.   The program engages students by offering a curriculum that celebrates active learning. Students are taught in groups of eight by an experienced teacher and an assistant teacher. 

We are seeking a Lead Teacher for the reading comprehension and vocabulary component of the program. SLAM is housed at Kilmer School in Rogers Park and meets Tuesdays and Thursdays from 4:05-6pm through May 11th. The position pays $65 an hour.

Requirements for this position:

*Must have a Bachelor's Degree and at least two years of full-time teaching experience in an elementary school

*Must be knowledgeable about teaching to a variety of learning styles, flexible and willing to adapt to the needs of the students

*Must be a team player and welcome the opportunity to work in a collaborative environment

*Coursework and/or graduate degree in elementary education, reading, or special education preferred

Please email a cover letter highlighting your qualifications that match our criteria, along with a resume to


Educational Therapist Opportunity in Chicago.  

Educational Services Associates (ESA), a multi-disciplinary group practice, invites educational therapists to apply to join the practice.  This unique group is composed of educational therapists, a neuropsychologist, a clinical social worker, and a personal coach.  Members of the practice are self-employed and fully in control of their hours and caseloads.  Members of ESA share office space and participate in weekly meetings at which cases are presented and issues related to our work are discussed.  ESA is located on the lakefront south of downtown in Chicago’s Hyde Park neighborhood, home of the University of Chicago.  Send resume and cover letter to Nan Freund at

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P.O. Box 22

Northbrook, IL 60065

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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