Position:  Special Education Teacher

Qualifications: -   Professional Educator License with LBS I endorsement 

NCLB Highly Qualified

Passion for Working with Primary Grade Students (Sincere Love for Children)

Highest Respect for Diversity

Desire to Work with Highly Collaborative Team

Insistent upon High Standards and High Expectations

Illinois Certification Qualifications:

All applicants must have a current State of Illinois LBS1 Certification, and, according to No Child Left Behind standards, be highly qualified in at least reading and mathematics.

Job Performance Requirements:

The successful candidate must demonstrate an understanding of the unique aspects of special education (including legal rules and regulations), as well as be able to interact professionally and tactfully with students, parents and colleagues.

The Laraway CCSD 70-C administration has the expectation that this special education teacher will collaborate with the classroom teacher to co-teach and/or differentiate instruction to ensure that all students meet/exceed their goals.  This teacher will work with students within the general education classroom, and provide consultation to the general education teacher on modifications and accommodations to use during regular classroom instruction. Assistance will also be provided to help develop appropriate and individualized interventions for all students, based upon their specific needs.

It will be imperative for this special education teacher to be prepared to also teach students on the caseload who require special education services more than 50% of the school day.  In these classes, a student may benefit from instruction in a small group setting from the certified special education teacher. Typically, class sizes will range between 8 and 15 students.  Students in these classes are integrated back into their general education classes as soon as possible, and to the fullest extent possible.  Our programs focus on a variety of goals, tailored to meet specific targets for each student, including instructional, behavioral and/or emotional support.  Other services focus on helping students with learning disabilities to acquire strategies to master reading, math, and/or written language challenges. Students who have less severe disabilities receive special education services less than 50% of the day, and are included in many general education classes without direct assistance. 

Lastly, an important qualification is for this special education teacher candidate to have experience with leading teams in the analysis of student performance data, and the use of progress monitoring data to identify and/implement appropriate interventions, as well as have a demonstrable background knowledge of RtI and the three-tiered problem-solving model.