CUSD 303 is seeking a qualified candidate to serve as an Elementary Special Education Resource Teacher at Munhall Elementary School, 26-27 SY.
PEL with LBS1 K-12 or K-5 endorsement required. Sound literacy knowledge, proactive supervisory skills, dependability, knowledge of current best practices required.
2026 - 2027 SCEA Salary Schedule (with TRS)
BA, Step 1 - BA +24, Step 8: $59,624.00 - $73,918.00
MA, Step 1 - MA +60 Step 8, $67,369.00 - $93,512.00
PHD/EDD Step 1 - Step 8 $83,420.00 - $96,720.00
2026 - 2027 SCEA Salary Schedule (w/out TRS)
BA, Step 1 - BA +24, Step 8: $54,854.06 - $68,004.53
MA, Step 1 - MA +60 Step 8, $61,979.45 - $86,031.00
PHD/EDD Step 1 - Step 8 $76,746.37 - $88,982.36
Application Procedure:
Interested candidates must complete the Kane County Human Resources Consortium online application process and upload the necessary application materials to the Kane County Regional Office of Education.
Internal candidates should contact Munhall Principal, Zachary Minelli at [email protected]
From PDF Description
Community Unit School District 303
201 S. 7th Street, St. Charles, IL 60174-2664 ◦ (331) 228-2000 ◦ www.d303.org
Job Title: Special Education Teacher Wage/Hour Status: 10-Month
Reports to:
Building Principal and Department of
Instructional Interventions
Administrator
Pay Grade: SCEA - Certified
Dept./School: Elementary School Date Revised: October, 2025
Primary Purpose: The Instructional Classroom Special Education Teacher works collaboratively
with general education teachers, related service personnel, and classified staff to ensure quality
instructional programming and adherence to all local, state, and federal special education
compliance matters. Curriculum includes: General education grade level content standards and/or
Essential Elements, functional communication skills, social skills instruction and sensory regulation
skill development.
Qualifications:
Minimum Education/Certification:
● Bachelor’s Degree
● Active PEL with an LBSI endorsement
Special Knowledge/Skills:
● Familiarity with specials needs of students in assigned areas
● Experience in writing and facilitating IEP meetings
● Communicates essential information in a clear, proactive manner
● Demonstrates leadership within the department and professional community by
modeling and promoting active engagement
● Knowledge of personal technology and instructional technology
● Supervises students in a variety of educational environments
● Maintains favorable public relations and positive working relationships with program
and building administrators
Major Responsibilities and Duties
Individualized Education Program (IEP) Process:
● Designs and provides instruction to special education students, including writing
individual instructional programs, and collecting data to monitor student progress
● Develops and drafts individualized compliant IEPs, for all students on the caseload, in
collaboration with the educational team
● Provides leadership in the development, implementation and monitoring of student’s
measurable goals/objectives in collaboration with general education staff and related
service personnel
● When appropriate, serve as the Local Educational Agent during the IEP process
● Continuously assesses and evaluates student progress
● Prepares and submits paperwork in a timely manner
-- 1 of 3 --
Instruction:
● Supports the establishment of positive instructional learning environments that
reinforce age-appropriate behavior and aligns with program expectations
● Demonstrates the use of instructional strategies identified as best practice for students
● Supports maintenance of records, monitors, and charts progress in a timely manner
● Advises parents, regular education teachers, and special education teaching
assistants in proper programming for students
● Develops age-appropriate instructional plans
● Adapts/modifies and implements a variety of instructional activities to meet the
individual goals/objectives based on D303 expectations
● Addresses embedded skills for all students including areas of communication,
functional academics, sensory-motor and social emotional skills (including non-violent
crisis intervention strategies when needed)
● Demonstrates professional skills such as: problem-solving, flexibility, organization,
patience, creativity, and is receptive of change
Interpersonal Relations/Communications:
● Maintains collaborative, positive working relationships with students, parents, staff,
building and district administration and outside agencies
● Maintains ongoing appropriate and timely written and oral communication
● Maintains appropriate feedback, expectations and communication with
paraprofessional staff
● Provides ongoing communication with parents, building staff, and outside agencies
Professional Growth and Development:
● Maintain continuous professional growth and a current knowledge of the field through
attendance at conference, readings, membership in professional organizations, and
District professional learning
● Must possess/maintain appropriate licensure through the State of Illinois.
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Standard office equipment including personal computer and
peripherals.
Posture: Frequent sitting and standing; occasional bending/stooping, pushing, pulling, and
twisting.
Vision: Abilities required of this position include close vision, distance vision, color vision,
peripheral vision, depth perception, and the ability to adjust focus.
Motion: Frequent movement throughout the work environment. Repetitive hand motions;
frequent keyboarding, use of mouse, and occasional reaching.
Lifting: Occasional light lifting and carrying less than 15 pounds
Environment: May work prolonged or irregular hours
Mental Demands: Have the ability to solve complex problems in situations where only
limited standardization exists. Ability to interpret instructions provided through written and
oral form. Ability to work with frequent interruptions and maintain emotional control under
stress.
*The mental demands, physical demands, and work environment characteristics are
representative of those an employee encounters while performing the essential functions of
this job. Reasonable accommodations may be made to allow an employee with disabilities
to perform the essential functions.
-- 2 of 3 --
All district employees are expected to maintain a high level of ethical behavior and
confidentiality of information regarding students, personnel, and all job-related matters. In
addition, all staff are expected to serve as a positive role model and work to ensure a safe
building environment.
The above statements are intended to describe the general nature and level of work being
performed by people assigned to this classification. They are not to be construed as an
exhaustive list of all responsibilities, duties, and skills required of personnel so classified.
-- 3 of 3 --