The teacher is responsible for delivering specialized instruction in core subjects to students with special needs through individualized and small group settings. Key duties include managing ISP and 504 plans, conducting assessments, and collaborating with staff and families to support student growth.
Requirements summary
Candidates must possess a bachelor's degree from an accredited university and a valid Illinois teaching certificate. While professional experience is preferred, it is not a mandatory requirement for hiring.
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. “
Duties and Responsibilities: 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.
Benefits
Dental insurance
Vision insurance
Medical insurance
Short-term disability insurance
Long-term disability insurance
Life insurance options
Paid sick days
Paid personal days
Warm inclusive community
Early leave for Shabbat
K.
Maintains professional competence through in-service and professional growth activities.
L.
Collaborates with grade-level colleagues about curriculum and educational programming.
Able to support students in pre-algebra and algebra content.
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 state testing program.
P.
Participates in curriculum development programs as required.
Q.
Serves as 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 staying current on 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.
Reports To: Director of Student Services
Faculty
values that drive our work together: Jewish Values and Torah Professionalism Optimism Collaboration Respect Open Communication Innovation and Creativity Life-Long Learning Benefits include: Warm, inclusive community, medical, dental, vision, short-term, long-term, life insurance options, paid sick/personal days, leave early for Shabbat.
Requirements
Bachelor’s degree in related subject from accredited university Illinois teaching certificate Experience is preferred but not necessary for hiring.
Market context
Illinois special education roles stay in steady demand
Special education teachers in Illinois are typically in steady demand because districts need licensed educators who can support students with diverse learning needs and comply with IDEA, ADA, and state regulations. This role is competitive when candidates already hold an Illinois PEL with an LBS1 endorsement, can document relevant classroom experience, and are prepared to discuss collaboration with families and support teams. Review the AI-summarized requirements and benefits here to save research time, then confirm your license status and highlight any experience with IEPs and behavior supports in your application.
