Grades 1 and 2 Special Education Teacher-Temp Position

Grades 1-2 Special Education Teacher

This is a temporary position to cover a short-term leave and is available immediately.

To create a flexible elementary grade program and a class environment favorable to learning and personal growth; to establish effective rapport with students; to motivate students to develop skills, attitudes and knowledge needed to provide a good foundation for elementary grade education in accordance with each student’s ability; to establish good relationships with parents and other staff members; to assist in school programs subject to the SSDS Mission which states:

“At Solomon Schechter Day School of Metropolitan Chicago, we ignite our students’ Jewish souls, educate them to their highest potential, and empower them to use their knowledge, skills, and creativity to enrich our world. “

Essential Duties and Responsibilities

Duties of this job include, but are not limited to: 

A. Teaches reading, language arts, social studies, mathematics, science and social/emotional skills to students with special needs in a separate setting or in a co-taught classroom, utilizing a course of study adopted by the Board of Education, and other appropriate learning activities. 

B. Instructs students in citizenship and basic subject matter. 

C. Develops lesson plans and instructional materials and provides individualized and small group instruction in order to adapt the curriculum to the needs of each student. Modifies and adapts teacher lessons as applicable. 

D. Uses a variety of instructional strategies, such as inquiry, group discussion, lecture, discovery, etc. 

E. Translates lesson plans into learning experiences so as to best utilize the available time for instruction. 

F. Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom. 

G. Evaluates students’ academic and social growth, keeps appropriate records, and prepares progress reports. 

H. Communicates with parents through conferences and other means to discuss students’ progress and interpret the school program. 

I. Identifies student needs and cooperates with other professional staff members in assessing and helping students remediate health, attitude, and learning concerns. 

J. Creates an effective environment for learning through functional and attractive displays, bulletin boards, and interest centers. 

K. Maintains professional competence through in-service and professional growth activities.

L. Collaborates with grade-level colleagues about curriculum and educational programming. Able to support students in pre-algebra and algebra content.

M. Selects and requisitions books and instructional aids; maintains required inventory records. 

N. Supervises students in out-of-classroom activities during the school day. 

O. Administers standardized tests in accordance with state testing program. 

P. Participates in curriculum development programs as required. 

Q. Serves as case manager for assigned students.  

R. Identifies the needs of students through formal and informal assessments and progress monitoring.

S. Writes and implements ISP and 504 plans in accordance with student needs and attends and/or facilitates special education staffings.

T. Reviews referral data, history and assessment data to develop appropriate goals for each student and creates behavioral and academic intervention plans.

U. Reviews ISP and 504 plans with families and school teams and assists with understanding and supporting educational objectives.

V. Develops and implements interventions to meet individual student needs while maintaining current on best practices for special education.

W. Collaborates and consults with school staff and outside providers regarding student needs.

X. Collaborates and consults in educational planning while serving as a special education teacher in a separate setting or as a co-teacher.

Y. Participates in faculty committees and the sponsorship of student activities.

Z. Demonstrates a commitment to best practice in all dimensions of effective teaching as defined by the Thoughtful Classroom framework, including: Organization, rules and routines; positive relationships; engagement and enjoyment; a culture of thinking and learning; preparing students for new learning; presenting new learning; deepening and reinforcing learning; applying learning; and reflecting on and celebrating learning.  

Reports To: Director of Student Services

Bachelor’s degree in related subject from accredited university 

Illinois teaching certificate. 

Experience is preferred but not necessary for hiring.