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Special Education Teacher/Behavior Specialist

Lake Forest Schools
Lake Forest, IL, US

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Position Type:
High School Teaching/Special Education Teacher

Date Posted:

Lake Forest High School

Date Available:

Closing Date:

Lake Forest High School is seeking a (0.8) Special Education/ (0.2) Behavior Facilitator for the 2022-23 school year.

Description: The Special Education Teacher implements current best practices, shows a deep understanding of strategies to maximize student engagement, and a passion for teaching and learning. The Special Education Teacher possesses the ability to communicate and collaborate effectively with students, faculty, and parents. Special Education Teacher monitors progress, advocates for, and teaches student(s) with an Individual Education Plan and/or assigned students to their caseload enabling each student to reach his or her fullest potential. The Behavior Specialist is an individual who has expertise in evidence-based practices related to serving students with emotional disabilities, autism and related disabilities. The Behavior Specialist is knowledgeable and skilled in the areas of designing proactive behavior supports and scaffolds to promote positive behavior in an inclusive learning environment. As a member of the classroom team, the Behavior Specialist provides support to all team members through providing professional development, modeling, providing feedback, and supporting data-collection to ensure the integrity and consistency of teaching practices is implemented effectively. The Behavior Specialist will work directly with faculty and staff to teach and apply specific behavior management tools and strategies to improve school functioning for students within the classroom.

Essential Functions:
  • Share the District's core beliefs around inclusive practices and promote inclusive practices for students with disabilities when appropriate
  • Deliver and/or co-deliver instruction to students utilizing the District's approved curriculum with appropriate modifications and accommodations
  • Co-plan differentiated lesson plans with faculty consistently to identify a variety of teaching activities, strategies, and alternate forms of assessment to foster student learning and growth aligned to students' needs, learning styles and IEP goals.
  • Facilitate natural supports in the general education environment for students on your caseload through heterogeneous groupings, scaffolds, and pre-teaching
  • Foster a classroom culture which includes setting up the environment that promotes positive behavior, developing shared classroom norms, using reinforcements that students personally value, and making attempts to understand student behavior
  • Collaborate, coordinate, and ensure students receive the appropriate modifications and accommodations identified in the IEP
  • Develop a data collection system for monitoring IEP goal progress
  • Assist the IEP Facilitators with completing quarterly IEP goal benchmarks and BIP updates
  • Meet with students to monitor progress, problem solve, and provide pre-teaching and reteaching
  • Support students who are in crisis with collaboration with the related service staff members, faculty and administration
  • Communicate with parents and IEP Facilitators regarding matters related to the student performance in the classroom and classroom expectations
  • Provide performance feedback in a timely fashion using data derived from assessments, observations and grades (performance compared to peers, observable behaviors/habits, common assessment data, relationships with teachers/peers, etc.)
  • Utilize the District's learning management tool (e.g. Schoology) in the classroom to help students understand and organize course expectations and requirements including listing the course learning targets, posting assignments on the calendar and posting weekly lesson plans
  • Attend IEP meetings and assist the IEP team in forming goals and behavior plans, as applicable
  • Provide leadership in developing and implementing emotional regulation supports and strategies
  • Engage in coaching with faculty and students specific to promoting positive behavior
  • Participate on instructional teams with faculty members to support the creation and implementation of specially designed instruction
  • Understand the classroom dynamic and can effectively communicate behavioral terminology and instructional practices in a way that supports related service/classrooms teachers and teams
  • Collaborate with school staff and families to improve communicative, social, academic and behavioral outcomes for all students
  • Communicate and collaborate effectively with educational teams, school administrators, students and parents to identify goals, plan and implement evidence-based practices in the delivery of assessment, instruction and behavioral principles
  • Share research, effective instructional practices and emerging trends that can be applied in classroom settings
  • Facilitates and participates in problem solving team meetings, special education team meetings, and classroom team meetings
  • Provide direct and indirect service in the classroom, modeling various strategies and reinforcing behavior intervention plans in the classroom
  • Support families through parent education, home support as needed, and provides access to community resources
  • Possess knowledge regarding assessment, instructional design, and functional assessment to support students with emotional disabilities, autism spectrum disorders and related learning styles
  • Possess qualities of both ambition and humility to be an effective leader
  • Effective communication, collaboration and interpersonal skills for problem-solving, promoting initiatives and conveying expectations
  • Outstanding presentation and facilitation skills Experience in analyzing data to plan for intervention and instructional methods
  • Demonstrates ability to function as a positive collaborative member of a team to facilitate problem solving
  • Proficient use of Microsoft Office suite, Google Apps for Education and school-based processing and management systems
  • Demonstrates interest and engagement in ongoing professional learning and reflection
  • Demonstrates the ability to communicate in a professional manner both orally and in writing
  • Demonstrates strength in planning, organization, communication in scheduling and efficiently meeting deadlines
  • Demonstrates a commitment to excellence, high expectations and to the academic and personal well-being of all students
  • Maintains confidentiality
  • Adhere to Board of Education policies and procedures
Physical Demands: While performing the duties of this job, the employee is regularly required to sit, stand, walk, talk, hear, drive, and reach. The employee is occasionally required to climb, balance, stoop, kneel, crouch, crawl, push, pull, and lift. Repetitive motions are required. The employee must lift, transfer, and/or move students of various weights following LFHS guidelines. Specific vision abilities required for this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment: While performing the duties of this job, the employee is regularly subject to inside environmental conditions and is subject to noises associated with both office and educational environments.

  • Professional Educator License with LBS1 Special Educator endorsement
  • Master's Degree in relevant area preferred
  • Highly experienced in working collaboratively with students with emotional disabilities and autism, classroom teams, parents and administrators in the school setting
  • Possesses strong knowledge of curriculum design, strategies, and assessment regarding Illinois State standards and behavioral principles
  • Ability to initiate Non-Violent Crisis Intervention techniques, including physical restraints and time out with students
Application Procedure: Interested candidates must apply online. Click here to access the online application.

To learn more about Lake Forest High School, visit our website at

To Inspire the Passion to Learn, the Insight to Know Oneself, and the Courage to Make a Difference
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