Substitute Teacher

Purpose

The Substitute Teacher works with individuals and small groups of K-12 students with emotional and behavior disorders, including aggressive behaviors, in a therapeutic special education classroom in the absence of the regular teacher.  The Substitute Teacher supports the individualized and intensive educational program for students who have been referred to our Therapeutic Day School from their home districts.  This position provides other support when no classrooms require a substitute teacher.  The Substitute Teacher reinforces a supportive and therapeutic environment.

Responsibilities

Substitute Teaching (Short-Term Absences)

• Executes lesson plans in the primary Teacher’s absence.
• Works with individuals or small groups of students to reinforce learning of materials.
• Monitors students’ work, corrects papers, and provides other administrative support.
• Communicates problems or special information.

Substitute Teaching (Long-Term Absences)

• Develops and implements individualized curriculum and therapeutic programming in accordance with each student’s Individualized Education Plan (IEP).
• Completes a variety of tasks including, but not limited to, weekly lesson plans, weekly grade reports, IEP reports, surveys, and assessments.
• Provides classroom management that recognizes and includes consideration of the characteristics of and the methodology of the student population.
• Collaborates with team members to develop and execute an IEP-driven, multidisciplinary program for each student.

Student Safety

• Must provide constant supervision to ensure the safety of students at all times.
• Effectively manage and intervene in disruptive student behavior, both verbal and physical.

• Program Support

• Maintains records and writes agency required behavioral reports in timely manner.
• Maintains ongoing communication relationship with all members of the interdisciplinary team to achieve a social and educational benefit for the student.

Traits

• Able to be flexible and shift gears quickly based on situations or changing priorities.

• Independent with sound professional judgment and the ability to establish and maintain boundaries.

• Demonstrated ability to remain calm in high-stress situations while maintaining an understanding and supportive demeanor.

• Strong desire to work with those students who have not been able to achieve success in the public/private educational system.

• Efficient and effective time management skills.

Requirements

• Bachelor’s Degree from an accredited college or university.
• Must hold a valid ISBE Substitute License.
• Must be proficient in Microsoft Office programs.
• Successfully complete Collaborative Problem-Solving training, the physical and testing requirements Therapeutic Crisis Intervention and UKERU training (Agency provided).
• Experience with the Chicago Public School electronic IEP systems is preferred.
• Experience working with students with special education needs is preferred.

What you’ll love about us:

• Time off: Paid time off varies by position – can include vacation days, sick days, paid federal holidays, and paid Jewish holidays.
• Benefits: Medical, dental, and vision insurance. 401(k) with base contribution and match. Additional health and wellness benefits, financial benefits, professional training, tuition reimbursement, 6 weeks paid parental leave, and much more.

• Job Category: Union 

• Minimum Starting Compensation:  $44,000K per year

JCFS Chicago is an Equal Opportunity Employer/Minority/Female/Disability/Veteran. JCFS Chicago provides a reasonable accommodation to those who need assistance in completing this application. JCFS Chicago is committed to serving the needs of the diverse Chicago metropolitan area.  Accredited by COA, Charter member of CWLA, licensed by DCFS.

Please visit us at http://www.jcfs.org 

Salary : $44,000