Special Education Teacher (Part Time 0.9 FTE)

Title: Special Education Teacher (Part Time 0.9 FTE)
Department: Special Education
Assignment: Part Time - 183 Days
FLSA Status: Exempt
Reports To: Special Education Department Chair
Supervises: Supervise classroom, students, and teacher aides. 
Location: Deerfield High School
Salary: As a licensed position, the pay is based on our salary schedule, Appendix C in DEA Agreement

Summary:

The Special Education Teacher is responsible for designing and maintaining an inclusive, standards-aligned learning environment that supports the academic and social-emotional growth of all students. The role includes developing, implementing, and monitoring Individualized Education Programs (IEPs) in compliance with applicable laws and providing specially designed instruction, including support within Learning Strategies and resource settings, to ensure access to and progress in the general education curriculum.

Qualifications:

• Minimum of a Bachelor’s degree, required.
• Valid Illinois Professional Educator License with LBS1 endorsement, required.
• License registered with Lake County ROE 34, required.
• Experience teaching students with mild to moderate learning disability and/or a variety of diagnoses, including Autism, other health impairment, physical disability, or emotional disability.

Essential Functions

The following statements describe the general nature and level of work performed. They are not intended to be an exhaustive list of all responsibilities. Additional duties may be assigned consistent with the position.

Instruction & Curriculum

• Provide instruction to assigned students at designated times and locations in accordance with district scheduling.
• Plan and deliver standards-aligned instruction that meets the individualized needs of students, including implementation of IEPs and provision of specially designed instruction (SDI) and accommodations, consistent with applicable laws (e.g., IDEA).
• Implement district curriculum, instructional practices, and common assessments in alignment with course team goals and curriculum frameworks.
• Use evidence-based instructional strategies informed by current research on learning, differentiation, and Universal Design for Learning (UDL).
• Establish clear learning objectives and communicate expectations to students.

Learning Environment & Student Support

• Create and maintain a safe, inclusive, and culturally responsive learning environment that supports student engagement and achievement.
• Develop, teach, and consistently enforce classroom expectations using equitable and restorative practices, including Positive Behavioral Interventions and Supports (PBIS).
• Foster respect for diverse backgrounds, cultures, and experiences within the school community.

Assessment & Data Use

• Assess student progress regularly using formative and summative measures.
• Utilize diagnostic and progress monitoring tools to identify student strengths and needs and to inform instruction, intervention, and acceleration.
• Maintain accurate, complete, and timely student records (e.g., attendance, grades, progress reports) in compliance with state and federal requirements.

Collaboration & Compliance

• Collaborate with general education staff, related service providers, and administrators to support student achievement and compliance with IEPs.
• Participate in problem-solving teams, IEP meetings, and other multidisciplinary processes as required.
• Communicate with parents/guardians in a timely manner regarding student progress and needs, ensuring opportunities for instructional adjustments.

Professional Responsibilities

• Adhere to district policies, administrative procedures, and professional standards, including maintaining confidentiality in accordance with FERPA and other applicable laws.
• Engage in ongoing professional learning to maintain and improve instructional effectiveness.
• Attend required meetings and contribute to school and district initiatives.
• Demonstrate professional judgment, problem-solving skills, and ethical conduct in all responsibilities.

Operational Duties

• Ensure the safety of students, equipment, and facilities by taking reasonable precautions.
• Assist in implementing school-wide policies related to student conduct and safety.
• Perform assigned supervisory and administrative duties accurately and in a timely manner.
• Complete all required documentation and reporting in accordance with district and state expectations.
• Perform other duties as assigned by the building administrator.

Language Skills

Communicates clearly both in oral and written format with all constituents of the District 113 community. Effectively present information and respond to questions from constituency groups. Apply knowledge of current research and theory in a specific field.  Establish and maintain effective and collaborative working relationships with students, staff and the school community. Perform duties with awareness of all district requirements and Board of Education policies.

Mathematical and Technical Skills

Calculate figures, estimates, proportions, percentages, and cost projections.  Apply concepts of basic algebra and geometry. Strong technology skills, including standard Microsoft Office suite / Google Workspace, financial management, and data analysis. 

Reasoning Ability

Define problems, collect data, establish facts, and draw valid conclusions.  Interpret an extensive variety of verbal and written instructions and deal with multiple abstract and concrete variables.

Contacts Outside Your Own Department:

Build positive and collaborative relationships with constituents of the District 113 community that includes, teachers, school staff, administrative team, Board of Education, guardians, students, and private providers.

Physical and Mental Demands:

• While performing the duties of this job, the employee is regularly required to sit, stand, walk, bend, write, type, speak, listen, and taste or smell.
• The employee is regularly required to communicate with staff and others.
• The employee is frequently required to use hands and/or fingers, handle, feel or operate objects, tools or controls.
• The employee may occasionally be required to climb or balance; and stoop, kneel, crouch, twist, reach or crawl. The employee must frequently lift and/or move up to 25 pounds. 
• Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision,depth perception and ability to adjust focus.
• Specific psychological demands of this job include the ability to remain calm under stress levels associated with job demands, along with constant contact with students, colleagues and the public.

Working Conditions:

• In the work environment, this role is regularly exposed to office environmental conditions. 
• The noise level in the work environment is usually moderate with regular exposure to loud classrooms, hallways, cafeterias or sports venues. 
• The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff in addition to meeting multiple demands from several people.  
• The employee is infrequently required to work irregular or extended work hours, which may include evenings or weekends.

Safety:

As a part of the District workforce, this role is responsible for being aware of, modeling and contributing to the maintenance and implementation of all District safety policies and procedures.  The role is directly responsible for the safety, well-being, and work output of students.   

Required to:

• Use good safety awareness and judgment
• Follow policies
• Report potentially unsafe conditions
• Follow manufacturer safety instructions when using equipment
• Follow agency ergonomic policies and procedures

The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.