Duties
Program Support
The Special Education Teacher will work within a collaborative multidisciplinary team that may include:
- School psychologists
- Social workers
- Speech-language pathologists
- Occupational therapists
- Instructional & Behavioral Coaches
- Music therapists
- Paraprofessional staff
Teachers receive support through team collaboration, behavioral consultation, and ongoing program development to ensure students receive comprehensive and coordinated services.
Vision of Learning
- Works collaboratively in assessment, instructional planning, and educational programming with members of a multidisciplinary team.
- Demonstrates knowledge of current research and evidence-based practices in the field of special education.
- Facilitates the development of communication, social-emotional, and learning strategies that promote independence and student engagement.
- Works collaboratively with general education staff, related service providers, outside agencies, and families, as appropriate, to assist in meeting student needs.
- Collaborates with general education teachers to support students’ participation in the general education environment through accommodations, modifications, and instructional supports.
- Supports inclusive practices and participation in the general education environment when appropriate.
Learning Context and Differentiated Instruction
- The teacher will provide instruction in a small, structured classroom environment with paraprofessional support and collaboration with related service providers.
- The teacher will collaborate with general education staff to support student access to grade-level instruction and participation in the general education setting when appropriate.
- Develops and implements individualized and small-group instruction aligned to the student’s Individualized Education Program (IEP) goals and Illinois Learning Standards.
Knowledge of Applied Behavior Analysis (ABA) principles and behavioral intervention strategies is desired.
- Demonstrates a thorough understanding of a range of disabilities, including autism spectrum disorders, developmental disabilities, and behavioral challenges, and effectively addresses student needs using evidence-based practices.
Utilizes data-driven instructional practices to monitor student progress and adjust instruction accordingly.
- Displays ability to use classroom technology effectively and utilize software to collect, monitor, and analyze student performance data.
- Design instruction that is engaging, differentiated, developmentally appropriate, and responsive to individual learner needs.
- Provides instruction that supports learners in all areas of development, including academic, communication, social-emotional, behavioral, and functional life skills.
- Integrates student goals and objectives into daily instructional routines and classroom activities.
- Organizes time, environment, materials, and equipment to facilitate structured, predictable, and supportive learning environments.
Assessment
- Conducts formal and informal assessments of student progress in learning and behavior.
- Uses progress monitoring tools and data collection systems to evaluate the effectiveness of instructional and behavioral interventions.
- Involves students in the assessment process when developmentally appropriate.
- Interprets assessment results in an equitable, culturally responsive, and developmentally appropriate manner.
Staff Roles
- Communicates effectively in writing, including composing IEP documents, progress reports, evaluation input, and home–school correspondence.
- Completes required documentation, including IEP development, progress monitoring, and case management responsibilities, within required timelines and in compliance with IDEA and Illinois State Board of Education regulations.
- Serves as the IEP case manager for students on the teacher’s caseload, coordinating meetings, documentation, and collaboration with team members.
- Responsible for supervising classroom paraprofessionals, including providing clear direction, modeling instructional strategies, and supporting professional development.
- Responsible for the supervision and safety of all students in the classroom and during instructional, community, and school activities.
- Maintains and documents ongoing communication with families regarding student progress and program updates.
- Assists district personnel in understanding and supporting student needs within the program/classroom.
- Participates in transition planning and goal development when appropriate.
- Models positive behavior, communication, and problem-solving strategies for students.
- Teaches and supports students with daily living skills, including feeding by mouth, tube feeding, changing, toileting, and personal hygiene.
- Lifts and transports students as needed in accordance with safe lifting procedures and training.
- Assists students during crisis situations by utilizing appropriate Crisis Prevention Institute (CPI) techniques and other de-escalation strategies.
- Demonstrates knowledge of first aid, health protocols, and emergency response procedures.
- Participates in professional learning, mentoring programs, and collaborative team meetings.
- Demonstrates professionalism and ethical conduct.
Follows policies and procedures established by NTDSE, partner districts, and the IL School Code.
Communication Skills
- Communicates in an effective, collaborative, culturally responsive and positive manner with students, colleagues, and families.
- Acts as an integral member of the multidisciplinary educational team.
- Maintains confidentiality in matters related to this position.
- Builds and maintains positive relationships with students, families, staff, and community partners.
- Serves as a positive ambassador for NTDSE.
Salary/Benefits
Per the Niles Township Federation of Special Education Educators and Support Staff Collective Bargaining Agreement.
Additional Notes
Physical Demands and Work Environment:
This position requires the ability to perform the essential functions of the role, with reasonable accommodations available as needed. Regular activities include standing, walking, sitting, bending, writing, typing, speaking, and listening, with occasional reaching, twisting, or climbing, and the ability to maintain close, peripheral, and distant vision.
Work is conducted in a variety of educational and office settings, including classrooms, therapy rooms, and administrative offices. The role may involve light lifting, use of standard office equipment and technology, frequent interaction with staff and students, and travel between NTDSE programs and participating districts. This description complies with the Americans with Disabilities Act (ADA) and may be reviewed as program needs evolve.
How to Apply
Apply online at www.ntdse.org. Click the “Employment Tab”