Diese Stellenanzeige steht nicht mehr zur Verfügung. Bitte klicke hier um dir die aktuellsten Jobs anzusehen.
Diverse Learner Autism Teacher bei Lake County Schools Consortium
Lake County Schools Consortium · Waukegan, Vereinigte Staaten Von Amerika · Onsite
- Professional
- Optionales Büro in Waukegan
- Position Type:
Elementary School Teaching/Special Education - Self-Contained - Date Posted:
10/2/2025 - Location:
McCall Elementary School - Closing Date:
10/12/2025 - District:
Waukegan Community Unit District 60 Additional Information: Show/Hide - 3-5 years of teaching special education preferred.
- Experience with students with autism.
- Experience planning and implementing FBA/BIP.
- Knowledge of various technology devices and implementing the technology into the classroom and instruction.
- CPI trained-preferred.
- Knowledge and understanding of best practice strategies and supports for students on the Autism spectrum and with social-communication deficits.
- Previous experiences with creating individualized student work systems and visual schedules.
- Understanding of basic behavioral principles and previous experience with the development and support of behavior intervention plans.
- Strong problem-solving skills and creativity when developing student support plans.
- Strong consultation skills in order to facilitate collaborative relationship with student general education teachers.
| Diverse Learner Autism Teacher | JobID: 3808 |
Special Education Autism Resource Teacher
Required Certifications/Licenses: Must have valid Illinois Professional Educators License. LBS1.Who We Are:
Waukegan Community Unit School District No. 60 serves nearly 15,500 students in preschool through grade 12 and is located 40 miles from Chicago, Illinois and 55 miles from Milwaukee, Wisconsin on the shores of Lake Michigan. The District has one early learning center, 15 elementary schools, five middle schools and a high school program divided between two 9th — 12th grade campuses. The District encompasses portions of Waukegan, Beach Park and Park City.
Waukegan Community Unit School District No. 60 serves nearly 15,500 students in preschool through grade 12 and is located 40 miles from Chicago, Illinois and 55 miles from Milwaukee, Wisconsin on the shores of Lake Michigan. The District has one early learning center, 15 elementary schools, five middle schools and a high school program divided between two 9th — 12th grade campuses. The District encompasses portions of Waukegan, Beach Park and Park City.
Why We Do This Work:
The Waukegan Community Unit School District No. 60 has set an ambitious agenda for change, guided by the belief that all children, regardless of circumstances, can achieve at high levels and academic gaps can and will be eliminated with the support of teachers who deliver engaging, relevant, and academically rigorous instruction that excites students and instills a love of learning in them.
Position Purpose: Special Education Autism Teacher, with specialization working with students on the Autism Spectrum.
(1) Provide a personalized instructional program that is compatible with the abilities, needs and learning characteristics of each student, and act as case manager for students within the building primarily identified for special education services under the category of Autism Spectrum Disorder; (2) Provide direct skill instruction to help students develop social-communication skills and to support the generalization of these skills to the greater school environment; (3) Implement prescribed curriculum to support social communication skill acquisition through an Interpersonal Communications course (4) Provide each student with a developmental program that includes behavioral objectives; (5) Create a child-centered learning environment that is characterized by the consistent application of sound mental health and educational psychology practices; (6) Employ creative methods of instruction and utilize a variety of materials within the structure of the designated curriculum; (7) Develop daily schedules and independent work systems based on the learning needs of each student (8) Engage in consultation with general education teachers to develop and implement any instructional accommodations and/or modifications that may be needed for each student to be successful in the general education classroom environment; (9) Understands the Common Core Standards and prepares effective instructional strategies and resources for teaching the scope and sequence in the academic, social, and vocational curricular domains in the general curriculum; (10) Plans effective instructional strategies for adapting or modifying general curriculum to meet the needs of individual students, and strategies to implement and prioritize longitudinal, outcome-based curriculum, including social, language, academic, vocational skills, and life skill domains (i.e. domestic, recreation/leisure, vocational, and community); (11) Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities and understands the use of adaptive equipment for students with disabilities to plan and prepare for the integration of assistive and instructional technology to meet a student’s individual needs; (12) Prepares and utilizes assessment methodologies to adapt for individual students as appropriate, including physical adaptations to meet a student's individual needs; (13) Maintains and inventories curriculum and assistive/adaptive technology; (14) Plans and prepares for IEP and parent meetings; (15) Understands basic classroom management theories and methods; with strategies for individual behavior management, crisis prevention, intervention, de-escalation techniques, and the balance between classroom management with academic teaching strategies; (16) Implements strategies for assessing learning environments and conducting functional behavioral assessments within the environment; (17) Understands the characteristics of environments, including materials, equipment, and spatial arrangements that facilitate development, learning and interaction among students; (18) Creates a classroom culture, which is a cognitively busy place, characterized by a shared belief in the importance of learning; establishes high expectations and personal achievement; (19) Understands the aspects of schedule, routines, and transitions that promote development and learning. (20) Demonstrates ways in which technology can assist with creating and managing the learning environment, incorporating the verbal and visual redirection and classroom expectations; (21) Provides supervision of paraprofessional educators. (22) Consults with teachers and therapists to plan for student's needs and required adaptations, modifications, and use of assistive/adaptive technology. (23) Implements effective researched-supported instructional strategies for basic sequences of skills in the academic, social, and vocational curricular areas; including techniques for modifying instructional methods, curricular materials, and the environment to meet learners’ needs that are appropriate to those learners’ ages and skill levels. (24) Uses instructional time effectively and efficiently; while facilitating the integration of related services into the instructional program; (25) Chooses and implements instructional techniques and strategies that promote successful transitions for individuals with disabilities. Creates varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication appropriate to each student. (26) Understands assessment as an educational process including how to interpret information obtained from standardized and non standardized assessment, analyze and use to develop instruction and goals for individual students. (27) Implements a variety of procedures for identifying student's learning characteristics and needs, monitoring student progress, and evaluating learning strategies and instructional approaches; (28) Effectively utilizes Response to Intervention (RtI) and supports students utilizing appropriate progress monitoring tools to gauge individual student achievement; understanding these assessment procedures is an on-going process and efficient data collection and analysis will identify student needs; (29) Implements accommodations and modification as identified for individual students on national, state, local and classroom assessments; (30) Implements strategies for assessing students’ skills within curricular areas including academic, social and vocational; (31) Implements classroom and individual behavioral management plans and actively participates in functional behavioral assessments and behavioral interventions plans for students; (32) Understands and effectively utilizes computerized web-based systems for documentation procedures/communication, goal development and modification, progress monitoring, performance assessment, accommodations/modifications, program supports and overall IEP information; (33) Provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner; (34) Has working knowledge of resources, strategies, networks, organizations, and unique services for individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for secondary aged students (local, state, and federal); (35) Engages in professional development to stay current on researched-based instructional strategies and services, and seeks additional resources and assistance as needed to meet the individualized needs of students; (36) Understands the importance of the teacher serving as a role model and advocate for all students; (37) Participates in student, staff and professional meetings including behavior management plans, functional analysis of behavior, eligibility, placement, IEP and annual reviews; (38) Understands rights to privacy, demonstrates confidentiality, and respect for differences among all persons interacting with individuals with disabilities; (39) Collaboratively works with community agencies and outside therapists for students and understands the reciprocal relationship of sharing confidential information with these individuals; (40) Completes required formal written evaluation(s) for assigned Paraprofessional(s) demonstrating understanding of the evaluation process under the supervision of the building administrator or his/her certified designee; (41) Observes and follows all WPS District 60 policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance; (42) Performs duties as assigned by the WPS District 60 administration.
Endorsements: Bilingual (Spanish) Teaching experience and proficiency in the English and native language of students preferred.
Experience:
Application Deadline: Candidates must submit an online application to be received by closing date.
Only online applications will be considered for interviews.
Apply: www.wps60.org
Waukegan Community Unit School District 60 offers employment opportunities without regard to age, gender, race, color, gender identity, national origin, religion, marital or military/veteran status, sexual orientation, pregnancy, parental status, genetics, disability or other protected category.
Waukegan Community Unit School District 60 offers employment opportunities without regard to age, gender, race, color, gender identity, national origin, religion, marital or military/veteran status, sexual orientation, pregnancy, parental status, genetics, disability or other protected category.
Zusätzliche Nebenleistungen
Jobs per E-Mail erhalten
