Professional Learning Community (PLC) Leader - Special Education Instructional (HPHS)

Professional Learning Community (PLC) Leader

A Professional Learning Community (PLC) Leader is responsible for providing structure, guidance, and support to PLCs with the primary goal of improving student learning outcomes. The PLC Leader facilitates collaboration among educators, ensuring that all team members are engaged in professional inquiry focused on student achievement. This role involves leading regular PLC meetings, developing agendas, setting and monitoring student-centered goals, and fostering a culture of shared ownership and accountability within the team.

Qualifications

• Illinois Professional Educator License (PEL) required
• Deep understanding of the PLC process and effective instructional strategies, preferred
• Demonstrated leadership, organizational, and communication skills
• Commitment to ongoing professional learning and collaboration
• Successful completion of PLC training provided by the district prior to starting role
• Required to lead all scheduled Professional Learning Community (PLC) meetings

Essential Functions

The criteria indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.

• Organize and lead weekly PLC meetings centered on the District's mission and vision.
• Develop and distribute PLC meeting agendas in advance to ensure all participants are prepared.
• Collect and prepare relevant PLC assessment data (formative, summative, and SLOs) for discussion and analysis during meetings.
• Assign and delegate PLC meeting roles (e.g., Note Taker, Unit Template Manager) to promote smooth and efficient meetings.
• Oversee and update the PLC folder on the Shared Drive, ensuring all materials are current and accessible.
• Ensure Unit Templates are accurate, comprehensive, and regularly updated.
• Maintain organized records of meeting notes and agendas for team reference and accountability.
• Attend mandatory training sessions prior to the start of the role and as determined by school and district leadership
• Receive ongoing professional development in PLC best practices, data analysis, conflict resolution, and fostering a collaborative team environment.
• Develop and align shared expectations and strategies for vertical alignment.
• Collaborate with other PLC Leaders to exchange insights and provide mutual support.

Required Knowledge, Skills, Abilities

• Possess effective oral and written communication skills.
• Possess mathematical and analytical skills appropriate for the position.
• The ability to work with students and adults in a positive manner.
• The ability to comprehend and follow written and verbal instructions.
• Possess common sense, problem-solving skills and reasoning ability to appropriately deal with day to day instruction and supervisory situations.
• Possess a working knowledge of the federal and state special education regulations.
• The ability to build and maintain the confidentiality of employee, student and other sensitive District information.
• The ability to set goals and establish methods for achieving these goals.
• The ability to work effectively with a diverse school and community population.

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 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:

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 frequently 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.