(1.0 FTE) Middle School Special Education-Long Term Guest Teacher (09/08/26-10/19/26)

Position Information Job Title: Middle School Special Education—Long Term Guest Teacher (09/08/26-10/19/26) Job ID: 4077

FTE: 1.0

Position Type: Middle School Teaching Date Posted: 6/23/2026 Date Available: 09/08/2026 Closing Date: 07/13/2026 Location: Northwood Middle School Mission Statement North Shore School District 112 is a transformative learning organization where curiosity inspires minds, innovation shapes the future, and students, staff, and families engage to create a kind and connected community that is committed to excellence. Qualifications Valid Illinois Professional Educator License with proper endorsement(s) Excellent communication and interpersonal skills Appreciation of cultural diversity Ability to effectively incorporate instructional technology Working Conditions Salary: Substitute Rates in effect for the 2026-2027 school year, 30 or more days in the same position is $275.00/day. Application Procedure Apply online by completing the online application and uploading support materials. No phone calls or emails. Selection Procedure The principal will review online applications and supporting materials and call individuals for interviews. Instructional Competencies A. 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. B. The Classroom Environment Management of Instructional Groups—Students in groups are productively engaged and focused on learning objectives 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—Teacher–student interactions are friendly and demonstrate caring, respect, and proper regard for students' cultures. Students exhibit respect for the teacher. 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. C. Instruction—Teacher Effectiveness 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 had difficulty learning using some strategies. D. Instruction—Student Engagement 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 for 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. E. Professional Responsibilities and Personal Qualities 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 for 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. The North Shore School District is an Equal Opportunity Employer. #J-18808-Ljbffr North Shore School District 112