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Tinley Park, Illinois
The primary responsibility is to support the development, revision, implementation, and improvement of a cohesive educational program by working collaboratively with administration, coaching team, and other school staff to develop the supports and strategies to meet the needs of the students.
- Facilitates the induction process in conjunction with lead behavior analyst, and administrative team.
- Guides the mentoring process through regular meetings with lead staff and using a systematic approach for 1st and 2nd year teachers.
- Provides direct coaching to instructional teams using a structured coaching process.
- Reports coaching progress to administrative team at least monthly.
- Structures and monitors training of instructional staff on implementation of newly adopted assessment tools.
- Trains and supports first year staff on administration of unfamiliar assessments.
- Trains and supports newly hired staff on data collection systems.
- Develops teachers’ capacity to collect and analyze multiple sources of data to improve student learning.
- Supports grade level teams in identifying appropriate resources, collaboration tools, and strategies that support their team development.
- Facilitates teachers’ understanding and implementation of the Common Core State Standards and Illinois Learning Standards, when appropriate.
- Supports the rollout of instructional materials, including textbooks, software, and instructional technology with support from administration.
- Develops and maintains systems for organization, maintenance and management of curricular tools in conjunction with the instructional services coordinator.
- Trains and monitors staff implementation of curriculum maps and curricular materials.
- Uses available tools to evaluate use of differentiated instruction, autism specific evidence based practices, and other research based interventions.
- Collaborates with grade level teams to create dynamic schedules that support collaborative planning time and student intervention time.
- Supports and develops plans for providing regularly scheduled grade band intervention time based off curricular benchmarks.
- Utilizes available data to make student or classroom specific recommendations.
- Supports teachers with establishment and implementation of an instructional schedule, including establishing and defining routines and expectations for paraprofessionals.
- Increases the use of evidence-based practices and the range of instructional strategies used in the classroom, including the principles of Universal Design for Learning.
- Collaborates with administration and team members to develop intervention plans for students not demonstrating academic and/or behavioral progress.
- Uses a variety of tools to support teachers differing support needs.
- Develops plans, schedules, and assists with conducting professional development and training for all school-based instructional positions.
- Develops and implements training that includes hands-on learning opportunities for instructional staff to practice identified instructional strategies.
- Collaborates with leads, administrative team, and behavior team to develop school wide supports and resources.
- Collaborates with others on organization and management of educationally sound technology resources.
- Participates in the interview process as a panel member, when requested by administration.
- Manages and schedules teacher planning and coverage, in collaboration with instructional services coordinator.
- Leads and facilitates grade level and vertical planning meetings, when requested.
- Participates on established instructionally-focused committees, when requested.
- All other duties as assigned.
- Master’s degree and an LBS-I or LBS-II.
- At least three years of successful teaching experience with individuals with autism, intellectual, and/or other developmental disabilities.
- Experience in developing and delivering professional development to staff.
- Experience using technology for data collection, progress monitoring, and educational resources.
- Ability to model and share knowledge of assessment techniques, instructional strategies, and evidence based practices used with individuals with autism spectrum disorders and other low incidence disabilities
- Excellent interpersonal skills
- Experience with a wide variety of curricular tools.
- Demonstrated leadership ability with administration and staff.
- Demonstrated analytical, verbal, written communication, and presentation skills
- Skillful in facilitating effective interactions with teachers, paraprofessionals, clinicians, and administration.
- Knowledge and ability to problem solve and identify solutions to address the instructional and behavioral needs of students.
- Ability to perform all functions necessary to obtain certification in PCM.
ADA: Easter Seals will make reasonable accommodations in compliance with the Americans with Disability Act of 1990. Unless exempted by the Americans with Disabilities Act, all persons hired for this position are required to possess the ability to perform the physical tasks necessary to treat clients, i.e., bending, floor-sitting, etc., as well as to have the ability to lift up to 50 pounds frequently.