What Deerfield Public Schools District 109 is All About...

The Role of the Cross-Categorical Teacher in Deerfield 109

DEERFIELD 109 - MISSION
Where challenging experiences foster confidence, collaborative relationships build community, and creative environments ignite curiosity.

DEERFIELD 109 - VISION
We will develop each student to be emotionally resilient, socially skilled, and academically prepared by forging connections within, across, and beyond our classrooms, and by embracing each student's uniqueness.

GENERAL INFORMATION
TITLE: District - Cross-Categorical Teacher
DEPARTMENT:  Student Services
LICENSURE:  Professional Educator License (PEL)
ENDORSEMENT:  LBSI (K-12) or equivalent
CLASSIFICATION:  Certified
FLSA STATUS:  Non-exempt
REPORTS TO:  Building administration
SUPERVISORY RESPONSIBILITIES:  N/A
PRIOR EXPERIENCE:  Successful completion of student teaching and/or internship
EVALUATION:  Evaluated by administrator using the agreed upon evaluation tool. This includes formal observation of job performance, inclusion of informal observation data, an artifact file, student growth measures, and other sources of data. The evaluation cycle for teachers not in continued contractual service (tenure) shall be one school year. The evaluation cycle for teachers who have attained tenure in District 109 shall be two school years unless job performance is deemed as "needs improvement" or "unsatisfactory."
DATES: 2025-2026
AVAILABILITY: Multiple Position(s)/Full-Time
PLACEMENT: District Assignment
WORK CALENDAR: Teacher

JOB GOAL(S)
Under general supervision, the employee will:

Guide pupil progress toward established district standards; implement best-practice instructional techniques and strategies; adhere to curricular objectives; sustain an engaging and supportive learning environment; and demonstrate professional responsibilities.

MAJOR DUTIES & PERFORMANCE RESPONSIBILITIES
The criterion 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.

Planning

Creates lesson plans which demonstrate knowledge of District curriculum objectives
Creates lessons plans which are sufficient for substitute teaching
Plans purposeful assignments for assistants and volunteers
Makes curriculum modifications to meet varied academic needs of exceptional children based on an IEP or a 504 Plan or for identified gifted/talented students

Instruction

Demonstrates skill in execution of plans
Varies level and pace of instruction to meet individual needs
Provides for individual and group involvement
Uses variety of teaching methods, materials, and motivational techniques
Develops appropriate assignments and related homework
Uses a variety of evaluation and assessment systems, formal and informal
Checks for students' understanding of directions and expectations
Helps student see interrelationships between subject areas where appropriate
Corrects and returns tests and assignments promptly with comments where appropriate
Grades papers, evaluates, and provides written comments upon long term projects, and records data regarding student performance
Strives to keep students actively engaged in the lesson, uses positive reinforcement
Communicates knowledge of student progress to students and parents
Uses student data to make instructional decisions
Incorporates technology into lessons
Encourages students to use technology to complete projects or lessons
Demonstrates expertise in delivering the curriculum

Management

Maintains a learning atmosphere
Clarifies expectations regarding behavior, directions, student activities and assignments
Maintains control and uses appropriate techniques for managing student behavior
Prepares, maintains, and submits accurate records
Promotes respect among students and encourages them to be positive about themselves and others
Treats students with dignity and respect
Communicates concerns about student to parents and appropriate personnel
Maximizes teaching time
Provides for the care and protection of school property
Uses the available resources to assist students (Pupil Services Team, Gifted and Talented Coordinator, LMC staff, etc.)

Competency

Is knowledgeable in assigned subject areas
Shows evidence of continued education
Works to establish goals and develop plans for improvement of teaching skills

Relationships

Provides students with appropriate guidance and support
Acts as a positive adult role model for students
Is accessible to help students
Maintains positive and constructive relationships with parents
Maintains a positive and constructive relationship with colleague and administrators

Attendance

Evidences a history of good attendance
Is consistently punctual to school, class, and meetings
Evidences of history of participation in parent, student, administrative and in-service meetings
Evidences a history of participation in assigned District and student activities

MENTAL DEMANDS
Knowledge
The teacher possesses a working knowledge of curriculum, subject content and the developmental needs of students. Examples include, but are not limited to, address appropriate curriculum standards; integrate key content elements; facilitate use of higher level thinking skills in instruction; demonstrate the ability to link present content with past and future learning experiences, other subject areas, and real world experiences; demonstrate accurate knowledge of the subject matter; exhibit skills relevant to the subject area taught; and display an understanding of the intellectual, social, emotional, and physical development of the age group.

Ability
The employee shall engage in collaborative dialogue with peers; maintain records and prepares applicable reports; communicate effectively both orally and in written form; read, interpret, apply, and explain policies and procedures; meet the requirements of schedules and time lines; take professional initiative; plan and organize work independently; read a variety of materials, engage in ongoing professional development; implement a student centered approach to problem-solving and conflict-resolution; demonstrate the ability to work cooperatively and effectively with other certified, classified, and administrative personnel, parents, and community members.

Education/Preparation
The employee shall possess the equivalent of a Bachelor's Degree in the field of Elementary Education; completion of teacher preparation program through an accredited university or college; successful completion of State proficiency exam(s) or equivalent; and at all times possess and maintain appropriate licensure through the State of Illinois.

Reasoning
The employee shall possess the ability to define problems, collect data, establish facts, and draw valid conclusions. The employee shall possess the ability to solve practical problems and deal with a variety of abstract and concrete variables in situations where only limited standardization exists. The employee shall possess ability to interpret an extensive variety of technical instructions in written, oral, diagram or schedule form.

PHYSICAL DEMANDS
While performing the duties of this job, the employee is regularly required to stand, walk, talk, hear, taste, and smell. The employee is occasionally required to sit; climb or balance; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT
While performing the duties of this job, the employee regularly works inside and works in an educational setting with children of varying ages and abilities. Work duties may include occasional work in outdoor weather conditions and is subject to noises associated with an educational environment both indoors and outdoors. However, the noise level in the work environment is usually moderate. The employee is directly responsible for the safety, well-being, and work output of students. Duties may occasionally be performed in libraries, cafeterias, parking lots, gymnasiums, auditoriums, hallways and on field trips away from school.

The mental demands, physical demands, and work environment characteristics are representative of those an employee encounters while performing the essential functions of this job.
Reasonable accommodations may be made to allow an employee with disabilities to perform the essential functions.

District - Cross-Categorical Teacher - 2025/2026