Special Education Teacher (Middle School) in Johnstone

Reports to: Principal

Contract Length & Wage Status: 10 months with an annual salary based on the MVSEA salary schedule

Qualifications / Previous Experience

• Bachelor’s Degree in Special Education or related field
• Illinois Professional Educator License: LBS1 or special education endorsement
• Qualified to teach middle school (as applicable)
• Experience working collaboratively with a wide variety of professionals and parents
• Experience writing and implementing IEPs
• Excellent organizational, communication, and interpersonal skills

Program Description

• Therapeutic alternative school serving students in grades K–12
• Designed for students with primary emotional or behavioral needs not met in traditional settings
• Small, structured classroom environments with differentiated academic instruction
• Use of positive behavior interventions, including consistent feedback and reinforcement
• Social skills instruction aligned with Illinois Social Emotional Learning Standards
• Implementation of specialized learning strategies and vocational instruction/support
• Focus on developing self-management, decision-making, and problem-solving skills
• Emphasis on building interpersonal and communication skills
• Instruction in self-regulation strategies (task completion, focus, peer/teacher interaction)
• Students represent a wide range of instructional levels
• Opportunities for integration into general education settings when appropriate

Key Responsibilities

• Case Manager for students with a moderate to severe range of disabilities
• Conducts assessments/evaluations of student abilities and needs
• Designs and implements individualized instructional and behavioral systems
• Prepares reports and completes required documentation in a timely manner
• Collaborates with multidisciplinary teams and families
• Establishes a positive instructional/learning environment
• Provides academic instruction aligned with curriculum standards and IEP goals
• Adapts/modifies instruction to meet individual student needs
• Instructs students in daily living and personal skills (hygiene, safety, recreation, etc.)
• Implements positive behavioral interventions and supports
• Teaches self-regulation, problem-solving, and interpersonal skills
• Provides guidance and support to paraprofessionals and staff

Professionalism

• Works cooperatively with administrators, consultants, community members, district liaisons, and team members
• Provides feedback and effectively communicates with students and parents
• Follow Board of Education, district, and building guidelines and procedures
• Maintains a high level of integrity, fairness, ethical behavior, and confidentiality of information regarding students, personnel, and all job related matters
• Punctual, dependable & dedicated to providing a high-quality Special Education Program
• Demonstrates flexibility and teamwork by completing other tasks as assigned

Mental Demands / Physical Demands / Environmental Factors

• Tools/Equipment Used: Standard office equipment, including personal computers and peripherals
• Posture: Frequent sitting and standing, bending/stooping, transitioning from floor to standing, pushing, pulling, and twisting
• Vision: The abilities required for 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 a mouse, and occasional reaching
• Lifting: Ability to lift up to 35 pounds
• Environment: May work prolonged or irregular hours
• Mental Demands: Ability to solve complex problems in situations where only limited standardization exists; ability to interpret instructions provided in written and oral form; ability to work with frequent interruptions and maintain emotional control under stress.

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.