Math or Science endorsement or experience teaching High School Math or Science preferred.
Teach children with severe social-emotional problems by utilizing curriculum material adopted by the school as well as appropriate supplemental and teacher-made materials. Develop appropriate lesson plans that accommodate the range of learning styles and specialized needs of students in the classroom. Create a learning environment that encourages positive social interaction, active engagement, and self-motivation. Actively participate with colleagues in school improvement activities, curriculum development, teaming, and collaboration. Maintain all appropriate special education forms, Individual Education Programs (IEP's), and records mandated by regulation and district policy. Document progress on academic and social-emotional goals and objectives.
50% Planning and Preparation/Instructional Methods/Assessment of Learning: Develop lesson plans, according to acceptable models of teaching, taking into account school policies, state guidelines, school district curriculum, philosophy, subject matter requirements, student classroom composition, societal need and resources which accommodate a range of learning styles and specialized needs of students. Plan for individual lessons, considering effective practices and instructional methods. Present subject matter to students using various instructional techniques. Develop interdisciplinary approaches to instruction. Plan with faculty and staff. Analyze lesson presentation and anticipate how learning occurs through reflective practices. Identify curricular skills and concepts when developing and implementing instructional plans. Participate in faculty meetings, parent conferences, and transition activities for students preparing to return to their home school. Prepare instructional objectives. Show understanding of learning theory .Organize learning experiences and achieve school objectives. Identify pupil needs and work with professional staff members in assessing and helping students in all areas of their development. Identify and communicate performance expectations and document the degree to which the students meet expectation. Teach utilizing curriculum material adopted by the school and appropriate supplemental and teacher-made materials. Employ specialized instructional techniques appropriate to the disabled students' learning needs. Administer and interpret standardized and informal assessment instruments. Demonstrate various teaching techniques that address the multiple intelligences and learning styles. Evaluate the success of lessons by determining how students transfer and apply their knowledge base to new information. Utilize assessment instruments and procedures. Use assessment data to diagnose student needs and plan appropriate instruction. Implement testing procedures in accordance with school policies and state guidelines. Use current technology for instruction, assessment, and instructional management. Create instructional opportunities adapted to diverse learners. Apply curriculum integration. Provide learning opportunities that support their development.
30% Classroom Management/Communications: Anticipate needs and demonstrate efficiency and organization when transitioning from one activity to another. Facilitate the development of classroom rules, which establish and maintain a safe and secure environment that is conducive to learning. Maintain an efficient classroom through organized management of supplies. Handle student-related problems and show evidence of seeking supportive help. Communicate with Principal, Co-Director, support staff, or parent when necessary. Supervise teaching assistant. Enforce Board policies and regulations and building procedures. Utilize strategies for classroom management that emphasize working relationships and cooperation and encourages students to resolve disagreements using problem-solving strategies. Setup the environment so that students and teacher gain mutual trust. Create a learning environment that encourages social interaction, active engagement, and self-motivation. Actively participate with colleagues in school improvement activities, curriculum development, teaming, and collaboration. Participate in activities to communicate with and include the community at large when appropriate. Demonstrate the ability to read, write, and speak clearly and accurately in the English language at a professional level. Function as a reliable and dependable staff member.
15% Reports and Record Keeping: Maintain regular attendance as documented by the number of days present and attends required meetings. Exhibit punctuality as observed in arrival and departure times from building and required meetings. Evaluate each pupil's progress and accurately report and record such progress. Maintain a record of pupil attendance in order to provide appropriately for students who may be absent. Complete all required paperwork, including achievement testing, reporting, and school progress reports for clinical meetings. Collaborate with other teachers and administrative staff to complete transcripts for high school students. Maintain all appropriate special education forms, Individual Education Programs (IEP's), and records mandated by regulation and district policy. Document progress on academic and social emotional goals and objectives in classroom file.
5% Ongoing professional Growth: Keep up to date and knowledgeable about the assigned subject areas as well as in other core curriculum disciplines that directly relate to pupil learning. Maintain professional competence through such activities as reviewing research journals, attending in-service workshops and university classes, and sharing that information with other educators when appropriate. Practice self-assessments, and devise plans for professional improvement. Observe others, have others observe self, and communicate and incorporate suggestions for improvement. Assume responsibility for upgrading technology skills. Demonstrate support for extracurricular activities. Possess personal characteristics, which provide a positive role model for students. Maintain appearance appropriate to teaching duties. Assume other reasonable responsibilities as assigned, which shall not be in conflict with the School Code of Illinois or Board policy. Assist in evaluating application for admission. M
Position Salary & Benefits:
Salary is commensurate with experience. The Sonia Shankman Orthogenic offers a comprehensive benefits package.
Education/Experience Minimum Requirements:
Bachelor's degree required; Master's degree preferred; Special Education Certification required; strong academic background in elementary education and/or a core content in a secondary education area required..
Skills and Knowledge Requirements:
Strong academic background in elementary education and/or a core content in a secondary education area preferred.
Must be able to plan and implement lesson plans appropriate for students with severe emotional problems and identify and use appropriate instructional methodologies to meet the needs of children with learning disabilities. Must be able to implement appropriate classroom management and control and effectively communicate with the students, parents, and other professionals. Must be able to develop reports and maintain records. Applicants should possess a strong commitment to strength perspective, empowering families and a willingness to work in a high demanding work situation that requires flexibility and innovativeness; applicants must possess cultural competency.
Must be able to lift a minimum of twenty pounds. Light moving is required from time to time. Must be able to supervise children, ages six through twenty-one, inside and outside of the School.
The Leslie Shankman School Corporation is an equal opportunity employer. All applicants are considered for employment without regard to race, color, national origin, religion, sex, age, marital or veteran status, or disability.
The term “orthogenic” refers to the use of corrective interventions that promote all aspects of healthy development. This represents the O-School’s mission to give its students a second chance to succeed and grow in school and beyond. To ensure success, the O-School emphasizes the development of key life skills, including:
•Recognizing strengths and utilizing them to achieve success
•Building... strong and beneficial relationships that provide support “in the moment“
•Managing daily life experiences with flexibility and problem solving skills in order to build adaptability
•Fostering a sense of mastery and confidence each day to promote self-esteem
•Setting and achieving short and long term goals
•Analyzing situations so that feelings and perceptions are taken into consideration when problem solving
•Establishing an identity within smaller and larger communities
•Navigating the world safely and productively