JOB DESCRIPTION

Job Title	Teacher-Special Education	Department	Teaching and Learning
Bargain Unit Classification	Bargaining Unit-EARL	Reports To	Building Administrators
FLSA Designation	Exempt	Other
Pay Scale/Lane	Collective Bargaining Agreement	Benefits	Benefit Summary
Work Calendar	180 Day Calendar	Version Date	1/1/26

PART I: SUMMARY OF POSITION

The Teacher of Special Education provides individualized instruction and support designed to ensure students with disabilities access, participate in, and make progress within the general education curriculum and the broader school environment. Working collaboratively with school administrators, general education teachers, related service providers, and families, the special education teacher develops and implements Individualized Education Programs (IEPs), delivers specially designed instruction, and uses ongoing assessment and data to monitor student growth and inform instructional decisions. Through evidence-based practices, differentiated instruction, and effective use of accommodations, modifications, and assistive technology, the special education teacher supports students’ academic achievement, functional skills, and social-emotional development while ensuring compliance with state and federal special education regulations.

PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE:

Bachelor’s degree from an accredited university or college
Three (3) years of teaching experience preferred

B. CREDENTIALS:

Illinois Professional Educator License with LBS1 Pk-22 endorsement.
ESL endorsement required*

*if ESL endorsement is not present, you must agree to complete a program within two (2) years of employment.

C. KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge of special education law, procedures, and regulations, including IDEA, Section 504, and Illinois Special Education requirements.
Knowledge of Illinois Learning Standards and curriculum expectations and how to provide access through specially designed instruction.
Knowledge of disability characteristics and their impact on learning, behavior, communication, and social-emotional development.
Knowledge of evidence-based instructional practices, interventions, and supports for students with diverse learning needs.
Knowledge of IEP development, goal writing, progress monitoring, and implementation requirements.
Knowledge of assessment practices for students with disabilities, including diagnostic, formative, summative, and functional assessments.
Ability to design and deliver specially designed instruction aligned to IEP goals and grade-level standards.
Ability to analyze student performance data to inform instruction, differentiation, and intervention.
Ability to develop, implement, and document IEPs, accommodations, modifications, and behavior supports aligned to individual student needs.
Strong classroom management and learning-environment skills that promote safety, engagement, independence, and skill development.
Strong interpersonal and collaboration skills to work effectively with students, families, general education staff, and related service providers.
Ability to communicate clearly in oral and written form, including IEP documentation, progress reports, and family communication.
Ability to integrate assistive technology and instructional technology to support access and learning.
Ability to maintain accurate educational and compliance records in accordance with district, state, and federal requirements.
Ability to exercise professional judgment, confidentiality, and ethical practice while working with students from diverse backgrounds and needs.

PART III: ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Provide specially designed instruction as the teacher of record for students with disabilities, aligned to IEP goals, district curriculum, and Illinois Learning Standards.
Develop, implement, and revise standards-based lesson plans and instructional units that address individual learning needs and promote academic and functional growth.
Establish and maintain a structured, supportive classroom environment that promotes engagement, independence, and positive behavior.
Develop, administer, and interpret formal and informal assessments to monitor student progress toward IEP goals and inform instruction.
Analyze student performance data to guide instructional planning, differentiation, and targeted interventions.
Differentiate instruction to address students’ academic, functional, communication, and social-emotional needs.
Implement accommodations, modifications, behavior supports, and assistive technology as outlined in student IEPs.
Maintain accurate and timely instructional, progress monitoring, and compliance documentation in accordance with district, state, and federal requirements.
Develop and implement Individualized Education Programs (IEPs), including measurable goals, service minutes, and progress reporting.
Communicate regularly with students and families regarding progress toward IEP goals, supports, and educational programming.
Participate in required eligibility, evaluation, IEP, and re-evaluation processes.
Collaborate with general education teachers, related service providers, and administrators to support appropriate programming and inclusive practices.
Provide consultation and support to staff regarding accommodations, modifications, and behavioral or instructional strategies.
Uphold district policies, procedures, and professional standards of practice, including confidentiality requirements.
Participate in professional learning and continuous improvement activities related to special education and student achievement.
Support development of students’ academic, functional, communication, and self-advocacy skills.
Implement positive behavior interventions and supports and teach replacement skills to promote student success.
Ensure instructional practices comply with IDEA, Illinois regulations, and district frameworks.
Performs other duties as assigned

PART IV: STAFF SUPERVISION

May be responsible for Teaching Assistant assigned to the classroom.

THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED.

RLAS #116 IS AN EQUAL OPPORTUNITY EMPLOYER. IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT, THE DISTRICT WILL PROVIDE REASONABLE ACCOMMODATIONS TO QUALIFIED INDIVIDUALS WITH DISABILITIES AND ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY.

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