- A current Professional Educator License (PEL) with a LBS1 Special Educator endorsement (required)
- Master's Degree in relevant area preferred
- Possesses strong knowledge of curriculum design, strategies, and assessment regarding Illinois State standards and behavioral principles
- Trained in Multi-Sensory approach to Structured Literacy (i.e. Orton Gillingham, Wilson) - preferred
- Ability to initiate Non-Violent Crisis Intervention techniques, including physical restraints and time out with students
- Effective communication, collaboration and interpersonal skills for problem-solving, promoting initiatives and conveying expectations
- Presentation and facilitation skills
- Experience in analyzing data to plan for intervention and instructional methods
- Demonstrates ability to function as a positive collaborative member of a team to facilitate problem solving
- Proficient use of technology including Google Apps for Education and school-based processing and management systems
- Demonstrates interest and engagement in ongoing professional learning and reflection
- Demonstrates the ability to communicate in a professional manner both orally and in writing
- Demonstrates strength in planning, organization, communication in scheduling and efficiently meeting deadlines
- Demonstrates a commitment to excellence, high expectations and to the academic and personal well-being of all students
- Maintains confidentiality
- Adhere to Board of Education policies and procedures
- Promote inclusive practices for students with disabilities when appropriate
- Deliver and/or co-deliver instruction to students utilizing the District's approved cirriculum with appropriate modifications and accomodations
- Create lesson plans and implement instructional practices that reflect an accurate understanding of the prerequisite relationships among topics and concepts and which reflect familiarity with a wide range of effective pedagogical approaches related to the discipline
- Develop and implement differentiated lesson plans aligned to students' needs, learning styles, and IEP goals
- Facilitate natural supports in the general education environment for students through heterogeneous groupings, scaffolds, and pre-teaching
- Foster a classroom culture which includes setting up the environment that promotes positive behavior, developing shared classroom norms, using reinforcements that students personally value, and making attempts to understand student behavior
- Develop a data collection system, monitor progress and share data with the IEP team and other Related Services Staff (i.e., assessments, interventions, data charts, rubric data, grading procedures, etc.) for updating IEP goals and Behavior Intervention Plans
- Collaborate, coordinate, and ensure students receive the appropriate modifications and accommodations identified in the IEP
- Implement research based practices and implements a variety of instructional practices to teach students academic, functional, community based instruction and vocational skills
- Provide performance feedback in a timely fashion using data derived from assessments, observations and grades (performance compared to peers, observable behaviors/habits, common assessment data, relationships with teachers/peers, etc.)
- Utilize the District's learning management tool (e.g. Schoology) in the classroom to help students understand and organize course expectations and requirements including listing the course learning targets, posting assignments on the calendar and posting weekly lesson plans
- Prepare lesson plans for teaching assistants in the classroom and teach and model for them on how to meet various student needs
- Attend and participate in IEP meetings, IEP amendment meetings, domain meetings, 8th grade articulation meetings, attendance meetings, Manifestation Determination Review meetings, and evaluation meetings as appropriate
- Meet with students to monitor progress, problem solve, and provide pre-teaching and reteaching
- Support students who are in crisis with collaboration with the related service staff members, faculty and administration
- Communicate with parents and administration regarding matters related to the student performance in the classroom and classroom expectations
- Attend problem solving meetings for students, reentry meetings and referral meetings
- Collaborate with other specialists in the building (i.e. Related Service Faculty, Coaches, etc.) and outside agencies to develop plans to support students, implement plans in the classroom and share data with the IEP team to support plans
- Assist with administering state and local assessments
- Co-plan with faculty consistently to identify a variety of teaching activities, strategies, and alternate forms of assessment to foster student learning and growth
- Demonstrate a commitment to professional growth through reflection and collaboration
- Participate in regularly scheduled professional development as assigned
- Display high standards of honesty, integrity and confidentiality in interaction with colleagues, students and the public
- Demonstrate dependable attendance, punctuality and work ethic
- Assists with student toileting, self-care, hygiene, transferring as needed
- Performs other job related duties as assigned by direct supervisor
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Learning Behavior Specialist - Lake Forest, United States - Illinois Association Of School
Description
DutiesLake Forest School District 67 is seeking a full-time Learning Behavior Specialist for Everett Elementary School.
Description:
The Special Education/Learning Behavior Specialist implements current best practices, shows a deep understanding of strategies to maximize student engagement, and a passion for teaching and learning.
The Special Education/Learning Behavior Specialist possesses the ability to communicate and collaborate effectively with students, faculty, and parents.The Special Education/Learning Behavior Specialist monitors progress, advocates for, and teaches student(s) with an Individual Education Plan and/or assigned students to their caseload enabling each student to reach his or her fullest potential.
QualificationsEducation, Experience, and Licensure (required and preferred)
Essential Functions:
Physical Demands and Work Environment:
While performing the duties of this job, the employee is regularly required to sit, stand, walk, talk, hear, and see.
In the work environment, the employee is regularly exposed to video display and regularly works in office environmental conditions. The employee is occasionally exposed to outdoor weather conditions and occasionally works with the use of a personal vehicle. The employee will have contact with the public which requires appropriate demeanor and apparel. The noise level in the work environment is usually moderate.
The physical demands and work environment described are representative of those that must be met by an employee to successfully perform the essential functions of this job.
How to Apply
Interested candidates must apply online.
Link to District/Third Party Online Application Web Page
School District
Position Website
ILearn Link
ILearn
Report Card Link
District Report Card
Job Posting Date
3/26/2024
Application Deadline
6/1/2024
Start Date
8/19/2024
