COMMUNITY HIGH SCHOOL DISTRICT 94
WEST CHICAGO, IL  60185

2026-2027
**Anticipated Vacancy Available**

JOB TITLE Teacher � Special Education- Developmental Learning Program

SUMMARY It is the responsibility of the Teacher � Special Education to provide support to the instructional process by supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines, collaborating with other teachers, other professional staff and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress. The Teacher � Special Education performs case manager duties and develops appropriate IEPs including functional behavior assessment, individualized behavior intervention plans, measurable goals, and supports and services in order to determine appropriate placement in the least restrictive environment. 

ESSENTIAL DUTIES AND RESPONSIBILITIES (other duties and responsibilities may be assigned)

Instruction & Student Support

• Plan and deliver individualized, functional, and standards-aligned instruction focused on life skills, communication, vocational readiness, and independence.
• Differentiate instruction to meet a wide range of cognitive, behavioral, physical, and social-emotional needs.
• Implement Specially Designed Instruction (SDI) aligned to each student's IEP goals.
• Utilize evidence-based practices, including task analysis, explicit instruction, prompting, and scaffolding.
• Integrate assistive technology and augmentative/alternative communication (AAC) systems as needed.
• Provide instruction in real-world and community-based settings when appropriate.

IEP Development & Compliance

• Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with federal and state regulations.
• Collect and analyze data on student progress toward IEP goals; adjust instruction accordingly.
• Write measurable goals, present levels of performance, and progress reports.
• Facilitate and participate in IEP meetings, ensuring meaningful family and team collaboration.
• Maintain accurate, timely, and compliant special education documentation.

Classroom & Behavior Management

• Create and maintain a structured, safe, and inclusive classroom environment.
• Collaborate and implement Behavior Intervention Plans (BIPs) and support positive behavior strategies.
• Use proactive classroom management techniques and de-escalation strategies.
• Support students with personal care needs (e.g., toileting, feeding, mobility) as required.

Supervision & Collaboration with Paraprofessionals

• Train, support, and lead paraprofessionals assigned to the classroom.
• Delegate instructional and support tasks effectively while maintaining accountability.
• Facilitate regular team communication and planning to ensure consistency in instruction and support.
• Model best practices in instruction, data collection, and student interaction.

Collaboration & Communication

• Collaborate with general education teachers, related service providers (e.g., speech, OT, PT), administrators, and families.
• Communicate regularly with families regarding student progress, needs, and supports.
• Participate in multidisciplinary team meetings, problem-solving teams, and transition planning.
• Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.

Transition & Vocational Planning

• Develop and implement transition plans focused on post-secondary outcomes (employment, independent living, community participation).
• Provide vocational instruction and coordinate job training or work-based learning opportunities.
• Teach functional life skills such as money management, self-care, transportation, and social skills.

Assessment & Data Management

• Conduct formal and informal assessments to guide instruction and IEP development.
• Maintain organized and accurate records of student performance, behavior, and services.
• Use data to inform instructional decisions and report progress.

Professional Responsibilities

• Stay current with best practices, legal requirements, and research in special education and life skills instruction.
• Participate in professional development and ongoing training.
• Adhere to district policies, ethical standards, and confidentiality requirements.
• Complies with all Board policies, ISBE requirements, School Code, IDPH requirements and other laws and regulations. 

SUPERVISORY RESPONSIBILITIES

• None

EDUCATION, CERTIFICATION, AND EXPERIENCE

• ISBE PEL with appropriate endorsement
• Bilingual (Spanish) helpful
• Strong organizational and interpersonal relationship development skills

SKILLS AND ABILITIES

• Must be able to perform all of the duties and responsibilities of the position
• Demonstrated leadership ability
• Ability to communicate effectively and accurately, both orally and in writing, in English
• Ability to establish and maintain effective working relationships with both internal and external constituents
• Ability to make independent decisions in accordance with established policies and procedures
• Ability to deal with difficult situations courteously and tactfully
• Some assignments require instructing students in outdoor conditions on a variety of surfaces.
• Trained in non-violent crisis intervention (training provided) and able to implement appropriate interventions

PAY TRANSPARENCY

• Pay scale and benefit information is available on our website HERE.

APPLICATION PROCESS 

APPLY HERE

Internal applicants:  Please choose the Internal Applicants section.

APPLICATION DEADLINE

Contractual language requires that positions be posted for a minimum of five business days. Positions will be posted until filled.

NOTICE OF NON-DISCRIMINATION:

Equal educational and extracurricular opportunities shall be available for all students without regard to color, race, nationality, religion, sex, sexual orientation, ancestry, age, physical or mental disability, gender identity, status of being homeless, immigration status, order of protection status, actual or potential marital or parental status, including pregnancy. Further, the District will not knowingly enter into agreements with any entity or any individual that discriminates against students on the basis of sex or any other protected status, except that the District remains viewpoint neutral when granting access to school facilities under School Board Policy 8:20, Community Use of School Facilities. Any student may file a discrimination grievance by using Board policy 2:260, Uniform Grievance Procedure.

The following person has been designated to handle inquiries regarding the non-discrimination policies: 

NON-DISCRIMINATION COORDINATOR

Kerry Foderaro

Interim Executive Director of Human Resources

326 Joliet Street

West Chicago, IL 60185

630-876-6216

For further information on notice of non-discrimination, click here for the address and phone number of the office that serves your area, or call 1-800-421-3481.