Purpose Our Special Education Substitute Teachers play a critical role in this process by prioritizing each students' development and growth through strong, supportive relationships and highly individualized academic and social emotional activities each day.
The Substitute Teacher works with individuals and small groups of children (K - 22) with emotional and behavior disorders in a therapeutic special education classroom in the absence of the regular teacher. The students attending our therapeutic school setting are referred from their home districts to our school to receive an individualized and intensive educational program in our supportive and therapeutic environment.
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Responsibilities Substitute Teaching (Short-Term Absences) Executes lesson plans in the primary Teacher's absence. Effectively manages the classroom to maintain a positive learning environment. Works with individuals or small groups of students to reinforce learning objectives. Monitors students' work, corrects papers, and provides other administrative support. Communicates with appropriate staff to problem solve or relay special information. Substitute Teaching (Long-Term Absences) Develops and implements individualized curriculum and therapeutic programming in accordance with each student's Individualized Education Plan (IEP). Completes a variety of tasks including, but not limited to, weekly lesson plans, weekly grade reports, IEP reports, surveys and assessments. Provides classroom management that recognizes and considers the unique characteristics and best practices for the student population. Collaborates with team members to develop and execute an IEP-driven, multidisciplinary program for each student. Student Safety Must provide constant supervision to ensure the safety of students at all times. Effectively manage and intervene in disruptive student behavior, both verbal and physical. Program Support Maintains records and writes agency required behavioral reports in timely manner. Maintains ongoing communication with all members of the interdisciplinary team to best achieve a social and educational benefit for the student. Successfully completes training in Therapeutic Crisis Intervention (TCI); and all requirements to maintain certification in TCI. Traits Flexible and able to shift gears quickly based on situations or changing priorities. Independent with sound professional judgment and the ability to establish and maintain boundaries. Demonstrated ability to remain calm in high-stress situations while expressing an understanding and supportive demeanor. Strong desire to work with those students who have not been able to achieve success in the public/private educational system. Efficient and effective time management skills. Requirements Requirements Bachelor's Degree from an accredited college or university. Must hold a valid ISBE Substitute License. Experience in a Special Education setting a plus. Must be proficient in Microsoft Office programs and Google Classroom. Experience with the Chicago Public School electronic IEP systems is strongly desired. Able to successfully complete the physical and testing requirements Therapeutic Crisis Intervention training (Agency provided). Experience working with students with special education needs is preferred. JCFS Chicago offers an array of benefits including Medical, Dental, Vision, Wellness, Paid sick and vacation time, Agency holidays, Pension, 403(b), Flexible Spending Plans, and Life Insurance.
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JCFS Chicago is committed to serving the needs of the diverse Chicago metropolitan area. Accredited by COA, Charter member of CWLA, Licensed by DCFS
JCFS Chicago is an Equal Opportunity Employer/Minority/Female/Disability/Veteran. JCFS Chicago provides a reasonable accommodation to those who need assistance in completing this application.
