Early Childhood Teacher: Special Education

Early Childhood Teacher: Special Education JobID: 2892 Position Type: Early Childhood Teaching/ Special Education Date Posted: 12/22/2025 Location: Green Bay Early Childhood Center Date Available: January 2026 Position Title Early Childhood Special Education Teacher Location Green Bay Early Childhood Center Primary Function This position provides instruction and other educational support such as case management to special needs students and assists them in their academic, functional, and social development. Candidates should have experience with individualized strategies and understand the needs of a diverse student population. Qualifications License: Valid Illinois Professional Educator License with an Early Childhood Special Education Approval Experience: Preferred – Two (2) years of prior experience working with a diverse student population. Essential Performance Responsibilities Plan and instruct students using District approved curriculum as appropriate based on student needs Modify and adapt lessons and curriculum, as needed to meet individual student's needs and IEP goals Provide direct instruction using a variety of techniques including individualized instruction, team teaching, co‑teaching, hands‑on formats, and other instructional strategies Create a classroom environment that is conducive to learning and appropriate to the maturity, interests, and abilities of students Work collaboratively and regularly with colleagues to ensure individual student's needs are met Actively participate on problem‑solving and intervention teams to facilitate early involvement and resolution to learning or behavioral needs Provide case management of Individualized Educational Program (IEP) Demonstrate considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students Exhibit considerable knowledge of specific disabilities and familiarity with common children’s mental health disorders, as well as specific strategies/interventions to use in the classroom Set and maintain appropriate standards of classroom behavior that are consistent with administration policies and develop rules for classroom behavior, which are enforced in a fair and just manner Assess the accomplishments of students on a regular basis, provide progress reports as required, and communicate with parents as deemed necessary Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation Contribute to the decisions made by the district and building regarding facilities, curriculum, and professional development Work to establish and maintain open lines of communication with students and their parents concerning both the broad academic and behavioral progress of all assigned students Exhibit behavior consistent with the district vision, mission, and belief statements Establish and maintain cooperative relations with others Other Performance Responsibilities Attends and participates in staff meetings Attends and facilitates IEP meetings Ensures that teams are utilizing concepts of least restrictive environment and best practices with students Develops data collection and data management systems; entering data into proprietary and other computer databases; analyzing data, identifying student needs Assist in upholding and enforcing school rules, administrative regulations, and board policy Prepare for classes assigned, and show written evidence of preparation upon request of immediate supervisor Assumes responsibility for his or her continuing professional growth and development by attendance at professional meetings, membership in professional organizations, enrollment in advanced courses, and by reading professional journals and other publications Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities Assists in other areas as needed Completes other duties as assigned Knowledge, Skills, and Abilities Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing Considerable knowledge of educational philosophy, teaching methods, and approaches and currently researched best practices and strategies Knowledge of child development Knowledge of classroom management and instructional techniques Knowledge of learning theory, students’ learning styles and needs, and theories of multiple intelligences Knowledge of multicultural, gender, and disability equitable curriculum concepts Knowledge of research‑based social, functional, and academic interventions and/or strategies. Skill in classroom and behavior management, as well as a classroom presentation Skill in organization, and in verbal and written communications Skill in transitional service planning and remedial instruction Skill in working with students having a wide range of disabilities Ability to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds Ability to adapt teaching styles to diverse student populations Ability to communicate effectively, both orally and in writing Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to District and State mandates Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs, and abilities of students Ability to utilize computer and multimedia technology, as appropriate Ability to create a structured and efficient working environment for students Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units Other Knowledge, Skills, and Abilities Technical Proficient in IEP software processes and procedures Knowledgeable about teaching and learning Work effectively with data and research to develop and assess district strategies that increase student learning Interpersonal Handle confidential information professionally. Ability to use discretion and exercise sound judgment. Effective oral and written communication skills and strong interpersonal skills. Good organizational and time management skills. Evidence of dependability, integrity, and a strong work ethic. Ability to take the initiative, work independently, meet deadlines, follow complex directions, and adapt to changing demands, activities, and workloads. District Core Competencies Achievement focus Cultural competence Classroom environment leadership Reflective learner Physical Demands Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordinated performance. Physical Effort: Work required handling average weight materials or equipment, but not for sustained periods. Working Conditions: The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine finger dexterity. Generally, the job requires 80% sitting, 10% walking, and 10% standing. This job is performed in a generally clean and healthy environment. Terms of Employment Full-time, 183 days as defined by the Collective Bargaining Agreement. Salary Range $45,491- $84,556 (salary commensurate with experience, plus comprehensive benefits: medical, dental, life insurance) Evaluation Conducted as per state requirements and/or Collective Bargaining Agreement Job Description Statement This description has been prepared to assist in properly evaluating various classes of responsibilities, skills, working conditions, etc. It is intended to indicate the kinds of tasks and characteristic levels of work difficulty that will be required of positions that will be given this title. It is not intended as a complete list of specific duties and responsibilities. Nor is it intended to limit, or in any way modify the right of any supervisor to assign, direct and control the work of employees under supervision. Scheduling flexibility is required to accommodate changing school/district needs. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty. Postings current as of 2/21/2026 3:41:16 AM CST. #J-18808-Ljbffr North Chicago Community Unit School District #187