7/8/24

Middle School Special Education Teacher (Learning Specialist) Full Time beginning Fall 2024

Description

Baker Demonstration School, an independent progressive PK-8 school on Chicago’s North Shore, is seeking an exemplary Middle School Learning Specialist for the 2022-2023 school year. We seek candidates who are passionate about progressive education, have a love of students and teaching, are innovative and knowledgeable about differentiated learning, and have strong MS math experience. We place a high value on community and seek candidates who have excellent interpersonal skills who will work well with students, colleagues, and parents. A full-time position includes curriculum development, participation in all professional development meetings, collaboration with colleagues, and additional responsibilities throughout the year that require attendance at evening and weekend school events.

Requirements

● Bachelor’s or Master's degree in Special Education- LBS certification preferred

● Middle school special education teaching experience

● 3-5 years experience managing a full caseload of students, including managing accommodations plans,

    regular progress monitoring and other data assessment and analysis, coordinating with students’ care

    providers, and liaising with local district learning support personnel for educational evaluations

● Experience analyzing benchmark and progress monitoring scores and utilizing the scores to inform

    instruction and form intervention groups

● Experience providing push-in support in middle school classrooms

● Experience providing small group or 1:1 support

● Experience teaching math to small groups of students with learning differences

● Effective communication skills with all stakeholders - students, teachers and parents

● Knowledge and experience with progressive education philosophy and a constructivist pedagogical

    approach

● A deep commitment to enhancing an inclusive school community for students and adults, based on cultural

    competence, social justice, and respect for diverse perspectives and backgrounds

● Ability and skill with collaborating and contributing positively to an educational environment that supports a

    lifelong love of learning, self-esteem, and respect for the community and the world in which we live

● Commitment to contribute positively to the school community and to develop supportive relationships with

    students, families and colleagues

● Continue to be a lifelong learner through ongoing professional development and collaboration with

    colleagues

School Information

Founded in 1918, Baker Demonstration School is an independent day school committed to providing an exemplary Preschool, Elementary and Middle School progressive education to our 200 students. Our students come from Chicago, Evanston, Wilmette and other North Shore communities. We believe that children learn best in an inclusive, creative community that encourages individual risk-taking and values learning by doing. Baker’s experiential approach nurtures the development of the whole child enabling each student to be fully prepared for intellectual, artistic, physical and social/emotional challenges well beyond Baker.

At Baker:

● We cultivate our students’ intrinsic motivation to learn and their active participation in the learning process.

● We foster excellence through critical thinking and integrated connections across academic and artistic

    endeavors.

● We promote collaboration while developing leadership capacity.

● We foster citizenship by encouraging students to develop self-awareness and compassion for others.

● We celebrate individual, familial and cultural identities and graduate students with an understanding and

    respect for diversity, equity and inclusivity.

Application Materials

Candidates should submit a letter of interest and resume with 3-4 professional references to employment@bakerdemschool.org.

Non-Discrimination and Disability Policy

Baker Demonstration School is an equal opportunity employer and makes all employment decisions, including those related to recruitment, hiring, training, promotion, and recognition of individuals on the basis of their ability and job related qualifications and without regard to race, gender, religion, national origin, sexual orientation, disability, or any other classification prescribed under applicable federal, state, or local law. We actively seek diversity among faculty and administration as well as among students. The school complies with the law regarding reasonable accommodations for employees with disabilities. Applicants requiring reasonable accommodation in order to participate in the application/interview process are requested to contact the School in order to arrange such accommodation.

7/8/24

Special Education Teacher

Lake Forest Country Day School (LFCDS) seeks a talented and dedicated full-time Learning Behavior Specialist, starting in August 2024. This qualified candidate will join the Student Support team in providing research-based specialized instruction to students with a diverse range of learning needs and learning differences. The candidate will work collaboratively with the Student Support team, classroom teachers, students in preschool--8th grade, parents, and administrators to problem-solve and help students develop skills and strategies that adhere to their individual needs and enhance academic growth. LFCDS, located on a 30-acre campus about 30 miles north of Chicago, Illinois, is a co-educational, independent day school serving 400 students from age 2 through eighth grade. The School has a long tradition of producing thoughtful, confident, and successful students. Children are known, loved, and challenged at LFCDS, and a state-of-the-art facility provides a remarkable setting for inspired teaching, academic rigor, and attention to individual needs. The central mission of the Learning Behavior Specialist is to ensure that Lake Forest Country Day School identifies and supports its students during elementary grades through middle school and provides appropriate instruction and intervention based on educational best practices supported by neuroscience research.

Key Responsibilities

● Identify, monitor, and remediate students needing additional support or enrichment. This involves working

    with faculty, parents, private contractors, and evaluators on behalf of students who require specialized     

    academic instruction.

● Provide one-on-one and small-group support/instruction for students, both in push-in and pull-out

    environments.

● Support students using specialized instruction in the areas of reading, written language, mathematics,

    executive functioning, and study skills.

● Conduct ongoing assessments to identify needs and evaluate student growth and responsiveness to

    intervention.

● Actively participate in monthly consult meetings and weekly team meetings with teachers, Learning

    Specialists, Counselors, and Division Heads.

● Assume an active role in Learning Development and Student Support Team meetings.

● Collaborate with LFCDS School Counselors to support students’ social-emotional needs

● Write, maintain, and update Individualized Service Plans.

● Guide teachers in differentiating instruction and implementing classroom accommodations and

    modifications.

● Support teaching staff by offering resources, assistance, advice, and training to enable faculty to better

   meet the needs of all learners.

Professional and Personal Qualifications

● A bachelor’s degree or master’s degree in education with special education/LBS1 certification or 

    endorsement from an accredited college or university is required; a graduate degree is preferred.

● Extensive knowledge of learning differences and strategies.

● Experience teaching diverse learners and age groups.

● Knowledge of early intervention, RTI, formative and summative assessments, acquisition of reading, and be

    current on the general teaching of reading, writing, and mathematics.

● Training/certification in a multisensory reading program such as Wilson, SLANT, or Orton-Gillingham is

    preferred.

● Knowledge and experience writing Individualized Education Plans.

● Excellent interpersonal, written, and verbal communication skills as well as proven ability to work with a

    diversity of colleagues and stakeholders at all levels.

● A willingness to learn and grow professionally.

● Outstanding judgment and emotional maturity.

● Strong organizational skills and attention to detail.

● High level of energy, creativity, positive attitude, sense of humor, and flexibility.

Mission Statement:

Inspired teaching, academic rigor, attention to individual needs, a commitment to responsible citizenship—these principles infuse every aspect of life at Lake Forest Country Day School and define our dedication to producing students of strong character with a passion for learning.

Core Values:

Excellence, Partnership, Responsibility, Participation, Diversity

Interested applicants should send a letter of interest, resume, and the names of three professional references (personal statement optional) in PDF format to the attention of Robin Baasen, Director of Student Support, at robin.baasen@lfcds.org with the subject line “Learning Specialist Application.”

Lake Forest Country Day School seeks and embraces diversity among our faculty, staff, and student body. LFCDS is an Equal Opportunity Employer, and it does not discriminate on the basis of race, color, national origin, ancestry, citizenship status, age, religion, marital status, disability, sex, gender, pregnancy, sexual orientation, gender identity, military or veteran status, order of protection status, genetic information, or any other category protected by applicable law.

7/8/24

Title: Special Education Teacher
Location: Chicago, IL
Reports To: Principal
Salary: Starting Salary $65,390, commensurate with experience
Employee Type: Regular Full Time
Start Date: August 2024

The mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.

Position Overview

Special Education Teachers are responsible for practices and behaviors which demonstrate necessary teaching competencies, effective classroom management, positive personal qualities, and other instructional matters. The role of the Special Education Teacher is to ensure that all students have equal instructional opportunities and to create environments in which teaching and learning are challenging, dynamic, and comprehensive. The teaching of the essential curriculum of each teacher’s discipline is grounded in the understanding that the aim of education is personal growth, the development of individual talents, abilities, and values; the acquisition of knowledge; and the pursuit of understanding.

Responsibilities

Culture

• Maintain a student-centered perspective in decision making
• Believe that all students can learn and can achieve great things
• Contribute to the equity work of the campus and network and engage in culturally responsive decision making
• Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
• Cultivate a strengths-based, equity focused mindset
• Foster positive climate and culture
• Serve as a positive role model

Professional Responsibilities

• Maintain a professional relationship with colleagues, students, families, and community members
• Use effective communication skills to present information accurately and clearly
• Maintain positive relationships with students, parents and colleagues
• Maintain accurate and complete records of students' progress and development
• Professional Commitment: has good attendance and regularly participates in all staff, department, and committee meetings in addition to other school/district events
• Plan and supervise assignments for paraprofessionals, volunteers, and student teachers, and make written evaluation as required
• Inform families regarding student progress, the instructional program, and other school issues
• Complete and update compliance related Special Education tasks in accordance with state and federal mandates

Classroom Management and Organization

• Work closely with team members and families to best meet the needs to students
• Support classroom procedure (classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties occur smoothly)
• Support student behavior (Standards of conduct appear to be clear to students, and the teacher monitors students’ behavior against those standards. The teacher’s response to student misbehavior is appropriate and respects the students’ dignity)

Instructional Strategies

• Serve as primary instructor for students with identified learning needs in a variety of settings
• Develop lessons that address students academic, interpersonal, social and emotional needs
• Provide research-based specialized instruction to address the instructional goals and objectives contained within each student’s Individualized Educational Program (IEP)
• Develop and implement annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals
• Make collaboration a priority with members of the IEP team
• Monitor progress to ensure all students are demonstrating high rates of growth
• Maintain accurate and complete records of students' progress and development
• Demonstrate preparation and skill in working with students from diverse social-emotional, cultural, economic and ability backgrounds

Requirements (minimum)

Education: Bachelor's Degree

Qualifications

• Valid Professional Educator License or equivalent in state of employment (IL or MI)
• Valid Special Education License in state of employment (IL or MI)

Physical demands: Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing

Benefits

• 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
• 12 weeks family paid leave
• Comprehensive Healthcare (Medical, Dental, Vision)
• 403b match
  • Fully match up to 3%
  • 50% match up to 5%
• Professional development including tuition reimbursement
• Gym and wellness discounts
• And more

To apply go to: Distinctive Schools Special Education Teacher

Description Disclaimer: Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility.

EEO: Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.

Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191

Lower School Special Education Teacher

Lake Forest Country Day School (LFCDS) seeks a talented and dedicated full-time Lower School Learning Behavior Specialist, starting in August 2024. At LFCDS, the Lower School encompasses grades first through fourth. This qualified candidate will join the Student Support team in providing research-based specialized instruction to students with a diverse range of learning profiles. The candidate will work collaboratively with the Student Support team, classroom teachers, parents, and administrators to problem-solve and help students develop skills and strategies to enhance academic growth.

LFCDS, located on a 30-acre campus about 30 miles north of Chicago, Illinois, is a co-educational, independent day school serving 400 students from age 2 through eighth grade. The School has a long tradition of producing thoughtful, confident, and successful students. Children are known, loved, and challenged at LFCDS, and a state-of-the-art facility provides a remarkable setting for inspired teaching, academic rigor, and attention to individual needs.

The central mission of the Learning Behavior Specialist is to ensure that Lake Forest Country Day School identifies and supports its students and provides appropriate instruction, enrichment, and intervention in the general education environment.

Key Responsibilities

• Identify, monitor, remediate, or enrich students in the Lower School. This involves working with faculty, parents, private contractors, and evaluators on behalf of students who require specialized academic instruction.
• Provide one-on-one and small-group support/instruction for students, both in push-in and pull-out environments.
• Support students using specialized instruction in the areas of reading, written language, mathematics, executive functioning, and study skills.
• Analyze standardized assessment data (e.g. NWEA MAP, FastBridge) to identify needs, provide intervention, and evaluate student growth and progress monitor as needed.
• Instruct a section of Grade 3 Math and Grade 4 Math classes utilizing the Math in Focus program.
• Read and summarize student neuropsychological evaluation reports alongside faculty as necessary.
• Actively participate in monthly consult meetings and weekly team meetings with teachers, Learning Specialists, Counselors, and Division Heads.
• Assume an active role in Learning Development and Student Support Team meetings.
• Guide teachers in differentiating instruction and implementing classroom accommodations and modifications.

Professional and Personal Qualifications

• A bachelor’s degree or master’s degree in education with special education/LBS1 certification or endorsement from an accredited college or university is required; a graduate degree is preferred.
• Extensive knowledge of learning differences and strategies.
• Experience teaching diverse learners and age groups.
• Knowledge of early intervention, RTI, formative and summative assessments, acquisition of reading, and remain current on the general teaching of reading, writing, and mathematics.
• Training/certification in a multisensory reading program such as Wilson, SLANT, or Orton-Gillingham is preferred.
• Knowledge and experience writing Individualized Service Plans.
• Excellent interpersonal, written, and verbal communication skills as well as proven ability to work with a diverse group of colleagues and stakeholders at all levels.
• A willingness to learn and grow professionally.
• Outstanding judgment and emotional maturity.
• Strong organizational skills and attention to detail.
• High level of energy, creativity, positive attitude, sense of humor, and flexibility.

Mission Statement: Inspired teaching, academic rigor, attention to individual needs, a commitment to responsible citizenship—these principles infuse every aspect of life at Lake Forest Country Day School and define our dedication to producing students of strong character with a passion for learning.

Core Values: Excellence, Partnership, Responsibility, Participation, Diversity

Interested applicants should send a letter of interest, resume, and the names of three professional references (personal statement optional) in PDF format to the attention of Robin Baasen, Director of Student Support, at robin.baasen@lfcds.org with the subject line “Learning Specialist Application.”

Lake Forest Country Day School seeks and embraces diversity among our faculty, staff, and student body. LFCDS is an Equal Opportunity Employer, and it does not discriminate on the basis of race, color, national origin, ancestry, citizenship status, age, religion, marital status, disability, sex, gender, pregnancy, sexual orientation, gender identity, military or veteran status, order of protection status, genetic information, or any other category protected by applicable law.