Special Education Teacher

Position Summary

Special Education Teachers at North Lawndale College Prep (NLCP) play a critical role in ensuring all students, regardless of learning needs, receive the instruction, accommodations, and supports necessary to achieve academic success. They deliver rigorous, standards-aligned instruction while tailoring learning experiences to meet the unique needs of students with Individualized Education Programs (IEPs) and 504 Plans. Special Education Teachers collaborate closely with general education teachers, service providers, and families to create inclusive and effective learning environments.

As part of NLCP's commitment to academic excellence and equity, Special Education Teachers design engaging, data-driven, and differentiated lessons that meet all learner needs. They ensure compliance with state and federal special education regulations, provide direct instruction, and support students through the Multi-Tiered System of Supports (MTSS) process to maximize their academic and social-emotional growth.

Beyond the classroom, Special Education Teachers contribute to curriculum development, participate in continuous professional learning, and collaborate with colleagues to refine instructional practices. Through high expectations, individualized instruction, and a student-centered approach, they help cultivate a strong foundation in learning and self-advocacy that prepares scholars for future academic and career success.

Reports To

Principal or designee

Position Responsibilities

Plan and Deliver Individualized Instruction

• Develop and implement engaging, standards-aligned instruction tailored to meet the needs of students with disabilities.
• Utilize a variety of instructional strategies, including differentiated instruction, multi-modal teaching approaches, and assistive technology.
• Provide specialized instruction in inclusion settings, resource rooms, or self-contained classrooms as appropriate.
• Adapt curriculum materials and classroom strategies to ensure access to learning for all students.

Support Student Growth Through MTSS and Special Education Services

• Actively participate in the Multi-Tiered System of Supports (MTSS) by using data to identify students in need of additional support.
• Implement targeted interventions and collaborate with colleagues to adjust instruction based on student progress.
• Collect and analyze student progress data to inform instructional decisions and IEP goal development.
• Support general education teachers in implementing accommodations and modifications for students with disabilities.

Ensure Compliance with Special Education Laws and Policies

• Develop, write, and implement effective IEPs that align with state and federal requirements and best practices in special education.
• Facilitate and/or participate in annual IEP meetings, re-evaluations, and parent conferences in collaboration with team members and families as scheduled by the case manager.
• Regularly document student progress through data collection and maintain accurate records in compliance with IDEA and state regulations.
• Ensure all special education documentation, including progress monitoring and quarterly reports, is completed accurately and on time.
• Advocate for the rights and needs of students with disabilities within the school community.

Regular Collaboration with Related Service Providers

• Work closely with related service providers, including speech-language pathologists, occupational therapists, physical therapists, and social workers, to ensure students receive the necessary supports and accommodations.
• Implement strategies and interventions recommended by related service providers in the classroom setting.
• Attend and actively participate in multidisciplinary team meetings to develop and monitor student progress and service delivery.

Promote College Readiness and Academic Achievement

• Maintain high academic expectations and foster a classroom environment that encourages perseverance and self-advocacy.
• Integrate real-world applications and interdisciplinary connections to help students develop academic and life skills.
• Prepare students for post-secondary success by focusing on self-determination, executive functioning, and college/career readiness skills.
• Lead an advisory as assigned to promote postsecondary aspirations and the social-emotional success of all students.

Collaboration and Co-Teaching

• Work collaboratively with general education teachers to implement co‑teaching models that support students with disabilities in inclusive settings.
• Provide professional development and ongoing consultation to colleagues on best practices for differentiation, accommodations, and behavior management.
• Serve as a case manager for assigned students, ensuring that all educators working with the student understand their learning needs and accommodations.

Behavior and Classroom Management

• Establish and maintain a structured, positive classroom environment that supports student engagement.
• Implement schoolwide behavior expectations and restorative practices.
• Develop and support behavior intervention plans (BIPs) as needed in collaboration with the student support team.

Engage in Professional Growth and Collaboration

• Participate in ongoing professional development, instructional coaching, and data-driven planning sessions.
• Collaborate with colleagues to develop and refine curriculum, assessments, and best teaching practices for diverse learners.
• Contribute to a culture of reflective practice by seeking feedback and continuously improving instructional methods.

Parental and Community Engagement

• Maintain open and culturally responsive communication with parents and guardians regarding student progress and services.
• Provide families with resources and guidance to support student learning at home.
• Participate in parent‑teacher conferences and IEP meetings to discuss student progress, strengths, and areas for growth.

Contribute to the School Community and Culture

• Build positive relationships with students, families, and colleagues to create a strong classroom and school culture.
• Work collaboratively with the Culture and Peace team to promote a restorative and responsive school environment.
• Teach special topic seminars that allow for creative and interdisciplinary approaches to learning.
• Uphold NLCP's mission and values by modeling NLCP's 5Ts: timely, transparent, team‑oriented, trustworthy, and trauma‑informed.
• Support schoolwide initiatives that enhance inclusion, accessibility, and student well‑being.

Position Requirements

• Bachelor's degree or higher in Special Education, Education, or a relevant field required; Master's preferred.
• Valid Illinois Professional Educator's License with a LBS1 endorsement required (or out‑of‑state equivalent with eligibility for license reciprocity).
• Strong content knowledge and enthusiasm for teaching students with disabilities and diverse learning needs.

Desired Knowledge, Skills, and Abilities

• Commitment to improving the academic and personal growth of students with disabilities.
• Proven track record of driving student achievement and closing opportunity gaps for students receiving special education services.
• Strong instructional skills, differentiation techniques, and data‑driven decision‑making.
• Maintains a strengths‑based approach, demonstrating unwavering belief in students' potential and practicing boundless compassion.
• Dedicated to continuous improvement and refining instructional practices to meet diverse student needs.
• Passionate about urban education and committed to advancing equitable educational opportunities for historically marginalized students.
• Strong communication and interpersonal skills. Good level of proficiency in Google Suite (Docs, Sheets, Slides, Forms, and Drive) and general computer applications.

Physical Demands and Work Environment

• Regularly required to stand, walk, sit, and interact with students and staff.
• Occasional lifting of up to 25 pounds.
• Frequent computer work required.
• The noise level in the work environment can be moderate to loud, especially in collaborative classroom settings.
• The role may require supporting students in various settings, including general education classrooms, small‑group instruction, and sensory‑friendly environments.

Conditions of Employment

• Must be authorized to work in the U.S.
• Compliance with all board policies, ISBE requirements, and relevant educational laws and regulations.