What are the responsibilities and job description for the (1.0) FTE Resource Teacher position at North Shore School District 112?
Our Mission
The mission of North Shore School District 112, a community partnership committed to a world-class education, is to nurture every child to become an inspired learner, a well-rounded individual and contributing member of a global community by striving for excellence within an environment that fosters innovation, respect, engagement and intellectual inquiry.
Planning and Preparation
Salary: Per NSEA New Teacher Hire Grid (Collective Bargaining Agreement) for the 2025-26 school year, excellent benefits, TRS Retirement Pension Service Credit, paid sick, personal, bereavement leave, and other benefits.
Application Procedure
Apply online by completing the online application and uploading support materials. PLEASE NO PHONE CALLS OR EMAILS.
Selection Procedure
The principal will review on line applications and supporting materials and the principal will call or email individuals in for interviews. After initial interviews, candidates meet virtually with the Deputy Superintendent who may recommend the individual for hire by the Board of Education.
The North Shore School District is an Equal Opportunity Employer
The mission of North Shore School District 112, a community partnership committed to a world-class education, is to nurture every child to become an inspired learner, a well-rounded individual and contributing member of a global community by striving for excellence within an environment that fosters innovation, respect, engagement and intellectual inquiry.
Planning and Preparation
- Knowledge of Content and Pedagogy-Plans and practice consistently reflect knowledge of the content and of the instructional strategies specific to that discipline.
- Knowledge of Students: backgrounds, cultures, skills, language proficiency, interests, and special needs-Actively seeks knowledge of students and demonstrates consideration for students' individual needs.
- Instructional Objectives-Instructional objectives reflect high-level learning and curriculum standards. The objectives are suitable for all students in the class and address the needs of different types of learners.
- Knowledge of Resources, including Technology-implements available resources and seeks additional resources, including appropriate use of technology, to enhance teacher skill and student performance.
- Assessment for Instruction-Uses assessment results to plan for instruction or the individual needs of students.
- Management of Instructional Groups-Students in groups are productively engaged and focused on learning objective with minimal teacher support.
- Management of Transitions-Transitions occur smoothly, with little loss of instructional time.
- Management of Materials and Supplies-Routines for handling materials and supplies occur smoothly, with little loss of instructional time.
- Safety, Accessibility and Physical Space-the classroom is safe, and the teacher makes effective use of physical resources.
- Teacher Interaction with Students are friendly and demonstrate caring, respect, and proper regard for students' cultures.
- Expectations-Standards of conduct have been established and are observable in the classroom setting. Teacher follow-through is fair and consistent.
- Monitoring of Student Behavior-Teacher is alert and responsive to student behavior at all times.
- Response to Student Misbehavior-Response to misbehavior is appropriate and successful.
- Quality of Questions-Most of the teacher's questions are of high quality.
- Adequate time is provided for students to respond.
- Monitoring of Student Learning During Instruction-Teacher monitors the progress of groups of students and some individual students.
- Student Assessment-Students are aware of the criteria and performance standards by which their work will be evaluated, and assess and monitor the quality of their own work against the criteria.
- Feedback to Students-Teacher's feedback to students is timely and of consistently high quality.
- Responses to Students' Needs During Instruction-Teacher makes adjustments to a lesson, and the adjustment occurs smoothly, successfully accommodating students' questions or interests.
- Persistence-Teacher persists in seeking approaches for students who have difficulty learning using some strategies.
- Expectations for Learning-Teacher's purpose for the lesson or unit is clear, including where it is situated within broader learning.
- Directions and Procedures-Teacher's directions and procedures are clear to students.
- Explanations of Content-Teacher's explanation of content is appropriate, accurate and connects with students' knowledge and experience.
- Activities and Assignments-Most activities and assignments are appropriate to students, and almost all students are engaged in exploring content.
- Grouping of Students-Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson.
- Instructional Materials and Resources-Instructional materials and resources are suitable to the instructional purposes and engage students.
- Structure and Pacing-The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.
- Instructional Records-Teacher's system for maintaining instructional records is accurate.
- Non-instructional Records-Teacher's system for maintaining non-instructional records is accurate and effective.
- Communications with Families-Teacher communicates regularly and successfully and engages families in the educational program. Information is conveyed in an appropriate manner.
- Participation in a School/District Community-The teacher takes the initiative to attend and actively participate in the school/district's activities, committees, or events.
- Relationships with Colleagues-Relationships with colleagues are characterized by mutual support and cooperation.
- Professional Growth and Development-Teacher engages in opportunities in professional development that are based on self-reflection.
- Professionalism-teacher displays a high level of ethics and professionalism in interactions with students, colleagues, and the school community and contributes to child-centered decisions.
- Valid Illinois Professional Educator License with proper endorsement(s) - LBS1
- Excellent communication and interpersonal skills - Bilingual Spanish preferred
- Appreciation of cultural diversity
- Ability to effectively incorporate instructional technology
Salary: Per NSEA New Teacher Hire Grid (Collective Bargaining Agreement) for the 2025-26 school year, excellent benefits, TRS Retirement Pension Service Credit, paid sick, personal, bereavement leave, and other benefits.
Application Procedure
Apply online by completing the online application and uploading support materials. PLEASE NO PHONE CALLS OR EMAILS.
Selection Procedure
The principal will review on line applications and supporting materials and the principal will call or email individuals in for interviews. After initial interviews, candidates meet virtually with the Deputy Superintendent who may recommend the individual for hire by the Board of Education.
The North Shore School District is an Equal Opportunity Employer
