Location:
Various

SUBSITUTE TEACHER

GENERAL INFORMATION:
Title………………………………………………SubstituteTeacher
Licensure………………………………………..Substitute License or Professional Educatior License
Endorsement…………………………………… PEL - Learning Behavior Specialist 1
Classification…………………………………....Substitute paid hourly
FLSA Status…………………………………… .Exempt
Reports to……………………………………... .Building Principal or Program Administrator
Salary Classification...…………………………..Paid hourly at current Substitute Teacher Rate
Reviewed/Revised.……………………………...11/18/2022
PURPOSE:
Under the direction of the school principal or program supervisor, the Substitute Teacher is directly responsible for the instructional program of students assigned to his/her class or case load in accordance with NSSEO policies and procedures. The Special Education Teacher is the team leader for the student’s educational team and is responsible for determining each child’s unique needs and coordinating educational and supportive services necessary to implement each student’s Individualized Education Plan (IEP) with integrity and provide an appropriate education program.
ESSENTIAL FUNCTIONS:

• Actively participate in the development of student Individual Educational Plans (IEPs) according to program guidelines for the purpose of providing a free, appropriate public education.
• Assess student growth through progress monitoring as appropriate in a timely manner including annual state required assessments for the purpose of assessing student academic progress and educational accountability.
• Compile and maintain necessary records, IEPs, and reports for the purpose of maintaining accurate student records.
• Develop IEP goals and benchmarks based on the data related to present levels of student performance for the purpose of setting appropriate student goals based on present levels of performance.
• Develop and implement daily classroom lessons demonstrating student access to general education curriculum reflecting IEP goals and data driven interventions for the purpose of providing access to the general education curriculum and modifying and/or adapting the curriculum appropriate to meet individual student needs.
• Maintain appropriate student behavior control and participate in the development and implementation of behavior intervention plans with integrity when appropriate for the purpose of classroom management and providing a safe, learning environment for all students.
• Maintain effective communication with students, staff, parents, and administration for the purpose of collaboration and planning.
• Participate in team meetings and IEP meetings to address student needs for the purpose of developing an appropriate IEP.
• Participate in professional growth activities on a yearly basis including recertification for CPI, workshops, in-services, professional reading materials, and/or other available offerings at NSSEO for the purpose of increasing knowledge and ability to implement interventions with integrity and incorporate best practices.
• Participate in building or program activities/committees and meetings as appropriate for the purpose of team building and adherence to NSSEO policies and procedures.
• Plan and conduct parent conferences for each student as necessary for the purpose of communicating to parents about student achievement and growth.
• Plan and supervise the functions of all classroom aides/assistants assigned to class or case load for the purpose of effectively meeting student goals.
• Proficiently use technology to communicate, collect and analyze data, and compile reports for the purpose of efficiently reporting information and communicating in a timely manner.
• Provide input to administration on aides/assistants professional goals and evaluation as appropriate for the purpose of evaluating support staff and setting goals.
• Use data-driven decision making to monitor student performance and make instructional/behavioral decisions as appropriate for the purpose of implementing effective interventions to facilitate student progress.
• Utilize research-based, best practices interventions, programs, and strategies to implement NSSEO curriculum for the purpose of providing an appropriate educational program for students.

OTHER FUNCTIONS:

• Assume appropriate roles as adult model, behavior manager and educator.
• Continue professional growth.
• Communicate effectively and respect human diversity.
• Assume other duties and special projects as assigned.
• Support NSSEO Policy, NSSEO and Governing Board Goals and Objectives, and The School Code of Illinois.

WORKING ENVIRONMENT:

• To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are constantly required.
• To perform the most physically demanding job functions, the physical capabilities of climbing and balancing are seldom required.
• To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is constantly required.
• To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present.
• Frequency of exposure to injury to self and/or others is occasionally present.

MINIMUM QUALIFICATIONS:

• Valid Professional Educator’s License endorsed for Learning Behavior Specialist.
• Participate in twelve (12) hours of Nonviolent Crisis Intervention (NVCI) training and techniques.
• Collaborate effectively with students, parents, and other professionals.

SPECIFIC REQUIREMENTS:
Specific skills related to proficient use of technology systems, computers and electronic communication devices and the ability to develop, implement, modify and assess student academic progress. Continued need to attend training and participate in professional development in order to update knowledge and to implement the curriculum and positive behavioral interventions effectively to meet the changing needs of students.
Ability is required to independently problem-solve, schedule daily activities, model good communication and to communicate and work effectively with professional staff and parents. Ability is required to monitor student academic performance and behaviors across setting and to physically position and manipulate students as necessary.
Responsibilities include: completing IEP updates within specified timeframes, working collaboratively with team members, parents, and administration, managing time and schedule efficiently, planning and implementing appropriate lesson plans, managing classroom aides and scheduling appropriate activities, using specialized equipment effectively, maintaining confidentiality, meeting deadlines and schedules and making data-driven decisions for meaningful educational activities.

Location:
Various

SUBSITUTE TEACHER

GENERAL INFORMATION:
Title………………………………………………SubstituteTeacher
Licensure………………………………………..Substitute License or Professional Educatior License
Endorsement…………………………………… PEL - Learning Behavior Specialist 1
Classification…………………………………....Substitute paid hourly
FLSA Status…………………………………… .Exempt
Reports to……………………………………... .Building Principal or Program Administrator
Salary Classification...…………………………..Paid hourly at current Substitute Teacher Rate
Reviewed/Revised.……………………………...11/18/2022
PURPOSE:
Under the direction of the school principal or program supervisor, the Substitute Teacher is directly responsible for the instructional program of students assigned to his/her class or case load in accordance with NSSEO policies and procedures. The Special Education Teacher is the team leader for the student’s educational team and is responsible for determining each child’s unique needs and coordinating educational and supportive services necessary to implement each student’s Individualized Education Plan (IEP) with integrity and provide an appropriate education program.
ESSENTIAL FUNCTIONS:

• Actively participate in the development of student Individual Educational Plans (IEPs) according to program guidelines for the purpose of providing a free, appropriate public education.
• Assess student growth through progress monitoring as appropriate in a timely manner including annual state required assessments for the purpose of assessing student academic progress and educational accountability.
• Compile and maintain necessary records, IEPs, and reports for the purpose of maintaining accurate student records.
• Develop IEP goals and benchmarks based on the data related to present levels of student performance for the purpose of setting appropriate student goals based on present levels of performance.
• Develop and implement daily classroom lessons demonstrating student access to general education curriculum reflecting IEP goals and data driven interventions for the purpose of providing access to the general education curriculum and modifying and/or adapting the curriculum appropriate to meet individual student needs.
• Maintain appropriate student behavior control and participate in the development and implementation of behavior intervention plans with integrity when appropriate for the purpose of classroom management and providing a safe, learning environment for all students.
• Maintain effective communication with students, staff, parents, and administration for the purpose of collaboration and planning.
• Participate in team meetings and IEP meetings to address student needs for the purpose of developing an appropriate IEP.
• Participate in professional growth activities on a yearly basis including recertification for CPI, workshops, in-services, professional reading materials, and/or other available offerings at NSSEO for the purpose of increasing knowledge and ability to implement interventions with integrity and incorporate best practices.
• Participate in building or program activities/committees and meetings as appropriate for the purpose of team building and adherence to NSSEO policies and procedures.
• Plan and conduct parent conferences for each student as necessary for the purpose of communicating to parents about student achievement and growth.
• Plan and supervise the functions of all classroom aides/assistants assigned to class or case load for the purpose of effectively meeting student goals.
• Proficiently use technology to communicate, collect and analyze data, and compile reports for the purpose of efficiently reporting information and communicating in a timely manner.
• Provide input to administration on aides/assistants professional goals and evaluation as appropriate for the purpose of evaluating support staff and setting goals.
• Use data-driven decision making to monitor student performance and make instructional/behavioral decisions as appropriate for the purpose of implementing effective interventions to facilitate student progress.
• Utilize research-based, best practices interventions, programs, and strategies to implement NSSEO curriculum for the purpose of providing an appropriate educational program for students.

OTHER FUNCTIONS:

• Assume appropriate roles as adult model, behavior manager and educator.
• Continue professional growth.
• Communicate effectively and respect human diversity.
• Assume other duties and special projects as assigned.
• Support NSSEO Policy, NSSEO and Governing Board Goals and Objectives, and The School Code of Illinois.

WORKING ENVIRONMENT:

• To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are constantly required.
• To perform the most physically demanding job functions, the physical capabilities of climbing and balancing are seldom required.
• To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is constantly required.
• To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present.
• Frequency of exposure to injury to self and/or others is occasionally present.

MINIMUM QUALIFICATIONS:

• Valid Professional Educator’s License endorsed for Learning Behavior Specialist.
• Participate in twelve (12) hours of Nonviolent Crisis Intervention (NVCI) training and techniques.
• Collaborate effectively with students, parents, and other professionals.

SPECIFIC REQUIREMENTS:
Specific skills related to proficient use of technology systems, computers and electronic communication devices and the ability to develop, implement, modify and assess student academic progress. Continued need to attend training and participate in professional development in order to update knowledge and to implement the curriculum and positive behavioral interventions effectively to meet the changing needs of students.
Ability is required to independently problem-solve, schedule daily activities, model good communication and to communicate and work effectively with professional staff and parents. Ability is required to monitor student academic performance and behaviors across setting and to physically position and manipulate students as necessary.
Responsibilities include: completing IEP updates within specified timeframes, working collaboratively with team members, parents, and administration, managing time and schedule efficiently, planning and implementing appropriate lesson plans, managing classroom aides and scheduling appropriate activities, using specialized equipment effectively, maintaining confidentiality, meeting deadlines and schedules and making data-driven decisions for meaningful educational activities.