Student Teacher Jobs in Machesney Park, IL

Hello Special Education Teachers! Come work with a local, women, and therapist run company! Ampersand Therapy is seeking to elevate the employment experience of working in schools. We are hiring a Special Education teacher for the 2024-2025 school year. The Special Education teacher will serve the students in person. Job Details: In person, full time Start Date: ASAP-opportunities to continue into next school year! Classroom options available: Middle school resource teacher Attend staff meetings, IEP meetings, and coordinate with school teams Must have PEL with LBS-1 endorsement Requires fingerprinting before starting Benefits & Perks: Paid Sick Leave Healthcare Benefits* 401k matching* Reimbursements for licensing, continuing education and other professional costs Mileage reimbursement at IRS rate W2 employee General and professional liability insurance coverage Referral bonuses No non-compete clause *Healthcare benefits for 0.8 FTE or higher Why Work With Us Ampersand Therapy empowers you to serve your students! We're a small company, local to Western WA and are proud to be women, minority and therapist owned and run. We began our career working in the districts and also as contractors. We sought to create an alternative to working with big staffing companies. The result is a small team of like-minded specialists who are striving to create a company that we would want to work for. Because we are therapists ourselves, we are deeply appreciative of and understand the work that you do. We're also in a unique position to be able to support and mentor those who are new to this practice area. We're so passionate about students that we're often working in the schools ourselves. You might find us doing treatments alongside you! Our Values Focus on equity - We are listening and learning so that we can create a climate of equity. Diversity is multi-faceted, spanning race, ethnicity, gender, sexual orientation, age, abilities, socioeconomic status, and religion, among many other identities. We believe our team must create a culture of equity and opportunity for all people. We are collecting and offering resources for your use in addressing racism and discrimination in school. In addition, we support and donate to charities including The Conscious Kid. Focus on community - You can find us supporting local and national organizations which serve the community. In our spare time, we volunteer with and support organizations including Special Olympics, Project Canine and the Moth. We empower you to support causes that are meaningful to you. Focus on the Earth - We support sustainable work in all aspects of our company including reducing paper use by going digital; finding lower-waste treatment options and pledging to have a negative carbon footprint Job Types: Full-time, Contract Pay: $60.00 - $65.00 per hour Benefits: Health insurance 401K 401K Matching Vision Dental Paid time off Referral program Flexible spending account Travel reimbursement Disability insurance Life insurance Health Savings account Relocation assistance Pet insurance Professional development assistance Retirement place Schedule: Monday to Friday Education: Bachelor's License/Certification: Teaching Certification (Required) Special Education Endorsement (Required) Work Location: In person

Help train AI models to become more accurate, relevant, and safe in Psychology! Earnings: Hourly rate: up to $40 per hour USD , depending on your level of expertise About the Opportunity: Cutting-Edge Projects: Work on challenging projects that push the boundaries of AI Flexibility: Set your own hours and work remotely from anywhere Weekly payouts: Get paid conveniently on a weekly basis Professional growth: Gain valuable experience in AI while honing your writing skills and deepening your domain expertise Collaborative environment: Join a team of talented professionals who share your passion for AI Duration: Variable depending on project length, flexible hours Responsibilities: Train AI models by creating and answering questions related to your field Evaluate and rank responses generated by AI Leverage your domain expertise to assess the factuality and relevance of text produced by AI models Qualifications: Minimum : A bachelor's or higher degree in Psychology or a related subject Preferred : Graduate student, Masters, PhD, or equivalent proficiency in Psychology or a related-field Excellent English verbal and written communication skills Attention to detail and ability to spot errors or inconsistencies in writing Nice to Have: Professional writing experience as a researcher, journalist, technical writer, editor, or similar roles Solid subject matter knowledge in other Psychology subfields Interest in AI and machine learning concepts Additional Note: This is a freelance position that is paid on a per-hour basis. We don't offer internships as this is a freelance role. You also must be authorized to work in your country of residence, and we will not be providing sponsorship since this is a 1099 contract opportunity. However, if you are an international student, you may be able to sign up if you are on a visa. You should contact your tax/immigration advisor with specific questions regarding your circumstances. We are unable to provide any documentation supporting employment at this time. Please be advised that compensation rates may differ for non-US locations.

We are looking for passionate, energetic, and caring Team Members to join our quickly growing team! Crème de la Crème's Early Learning Centers of Excellence has doubled in size, which means we are on the lookout for really great talent to help shape the future of our organization, but more importantly the lives of the children we work with. As a growing community of 47 schools in 14 states, we have taken the best of the best from various philosophies and combined them to develop a strong learning-to-learn foundation. We are currently seeking to hire Preschool Teachers, Infant Teachers, Toddler Teachers, Pre-K Teachers, and Before/After School Teachers. As a Crème de la Crème Teacher, you will spend your days: Delivering nurturing care and continuous supervision of assigned children, while executing the Crème curriculum, and maintaining classroom management. Creating, submitting, and implementing of approved lesson plans and curriculum, and completing Daily Reports. Maintaining the upkeep of classrooms and equipment inside and outside. Assisting children when necessary regarding dressing, toileting and/or diapering needs, and making sure all children have clean hands, face, and diapers. Building positive relationships with and practicing open and honest communication with parents, co-workers, and CDLC management. Consistently interacting in a positive developmentally appropriate way with the children; role modeling appropriate behavior and language for children. Your benefits as one of our Teachers include: Medical, dental and vision insurance Discounted child care Paid time off Life insurance 20 hours of paid professional development through the Childcare Education Institute We'd love to hear from you if: You have a deep desire to work with young children and their families You have a passion for early child childhood education and seek deeper professional development You have prior experience in early childhood education or working in a child care center You have a high school diploma or higher You have an education and/or training in Early Childhood Education Meet state-specific guidelines for the role Additional Information: The information contained in this document is not intended to be an “All-Inclusive” list of duties and responsibilities of the job described, nor are they intended to be such a listing of the skills and abilities required to do the job. Rather, they are intended only to describe the general nature of the job. Crème de la Crème reserves the right to modify any or all job descriptions as it becomes necessary or appropriate. We are an equal opportunity employer and value diversity at our company. We do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We actively seek applications from people of all backgrounds to strengthen our community and the perspectives needed to flourish in a multicultural world. For more information about Crème de la Crème, visit our website at ***********************

Student Teacher (Office Use Only) JobID: 1373 High School Teaching Additional Information: Show/Hide Description: Student Teacher 2023-2024 School Year Qualifications: The candidate should be enrolled in an accredited university/college Application Procedure: Apply Online

High School Student Learner - flexible schedule Scot Forge, a recognized leader in the metal forging industry, is a 100% Employee Owned Company with profit sharing, tuition reimbursement, comprehensive health and dental benefits, life insurance and short-term disability. Salary commensurate with experience, we offer the opportunity to work in an environment where your contributions will make a difference. The High School Internship is designed in such a way to allow students to experience a “hands-on” approach to learning in various facets of the manufacturing industry. Students have the opportunity to learn in a modern production facility where they will be introduced to valuable knowledge in the industrial fields and forging industry. This program is intended for students interested in pursuing a career in the manufacturing field and gain technical skills. Responsibilities: Actively participate in efforts to establish and promote a safe and healthy work environment and inform Safety Director and Supervisor of any accidents or equipment damage that occurs. Follow policies, programs, and procedures for the reduction and elimination of accidents, provide quality feedback to promote safer work behaviors and conditions. Maintain an organized and clean work area. Act professionally and cooperate with others in a team setting. Engage in the use of quality tools Gain an understanding within a variety of fields; machining, inspection, metallurgy and more Learn proper storage and housekeeping for plant layout Learn the stamp process and where work orders can be found Gain familiarization with non-conformance codes, the purpose of the NCR system and how to enter NCRs Calibrate tools and equipment Qualifications: High School Junior or Senior in “good standing” or recent High School graduate 16 -18 years old with a 2.5 GPA or better; Must be willing to provide transcripts and faculty/personal recommendations upon request. Ability to operate tools and equipment safely and apply manufacturing and industry knowledge and think critically. Must have effective interpersonal skills and the ability to communicate with all personnel Basic computer skills, ability to follow instructions, both written and verbal. We are proud to be an Equal Employment Opportunity employer: M/F/Disabled/Vets encouraged to apply. We maintain a drug-free workplace and perform pre-employment substance abuse testing.

Toddler/Twos Teacher - $2,000 Sign on Bonus At OHU, our Hope Members are the heartbeat of our organization. Together, we have built a culture of support, trust, and care. comes with a $2,000 sign on bonus!** Toddler/Twos Teacher “We are such an inclusive organization, we don't turn anybody away. Everybody is welcome. Working here, I feel like family. I've never felt so appreciated working in a place before. They really take care of you here, listen to your concerns and act on them. It's just amazing! And it's really easy to make it amazing when the people you work with are amazing.” Shari Conley, Joliet Early Learning Center (Joliet, IL) Culture of Care The ELCD program at OHU is known for its closely-knit teams who often work together for years at a time! The team members join their shared love of educating young children towards creating a warm and positive working environment. New employees who come from a corporate environment quickly fall in love with the atmosphere at an OHU child development center! What you would be doing: Your first priority in this role would be providing a nurturing setting for our two year-olds (and their parents!) Engaging your skills and imagination in creating learning centers that are attractive and exciting to our children Enjoy partnering with co-teachers to develop and implement best practices You would create a warm and welcoming environment You would have the joy of encouraging our two year-olds to engage, discover, and learn to solve problems Collaborating in an ongoing fashion with parents and families What you can expect from us: OHU program leaders work to provide warm and supportive leadership that flexes around your life as much as possible when needed A flexible full-time schedule Staff Celebrations (including weekly lunches!) Ongoing professional development tailored to yours and your classroom needs If you desire to advance in your career over time, program leaders will work with you to do so (OHU has 5 child development centers in the Chicagoland area!) You will be part of a center that grows programs in keeping with the community needs You will also be part of a well-respected company (OHU is 125 years old!) that has a seat in community partnerships In addition, you will receive the following benefits: 3 time off banks! Up to 4 weeks paid vacation days; up to 6 paid personal days and up to 5 paid sick days annually Tuition assistance up to $2500 per year Medical, dental, vision, 403b retirement, flexible spending accounts, short-term disability options Agency paid life up to $50K based on salary Voluntary Supplemental Life for Employee, Spouse and Child(ren) Voluntary Legal Plans Agency paid long term disability after 1 year of employment What we will expect of you: Education One of the following required: CDA Associate's degree in Early Childhood Education Associate's degree in related field with six (6) credits in ECE Experience One year of professional experience working with children in a classroom setting preferred One Hope United does not discriminate because of race, color, religion, sex, national origin, age, disability, veteran status, or any other characteristic protected by law. One Hope United is an Equal Opportunity Employer and a Drug Free Workplace. OHU participates in eVerify. In the spirit of caring for one another and our community, please note that upon accepting an offer of employment from One Hope United, you will be required to share proof of a Covid-19 vaccination. The requirement is subject to accommodation in compliance with applicable laws and regulations. #INDDOP

Session I and Session II of Summer School 2025 Session I: June 3 - June 24 Session II: July 7 - July 25 Responsible to: Summer School Principal Daily Schedule: 8am - 12:30 pm; Mon - Fri Hourly Rate: $44.00 per hour This position is not eligible for benefits or paid time off Qualification: Issued Illinois Professional Educator License Health endorsement required Ability to stimulate students to actively participate in the learning process Ability to work closely with other staff members Responsibilities: Teach a Health summer school course Must perform all responsibilities, classroom and supervisory, in a professional manner as expected of all district teachers Implement the McHenry High School Health curriculum

Summer School/Bilingual Teacher Additional Information: Show/Hide Certified SS Teacher Pay (includes SLP, Soc. Work, Psych, Couns, Certified Nurse): Compensation: $40.00/hour Benefits: This is not a benefits-eligible position. Summer Academy: Pathway to English @ Lathrop Staff Training: July 7, 2025, 7:45 AM - 12:45 PM Contact: Kristine Lobato Student Attendance Days: July 8- July 25, 2025 (Monday - Friday) 8:00 am - 12:00 pm ************ Tutors: 7:45 AM - 12:45 PM Teachers: 7:45 AM - 12:45 PM OP and Site Manager: 7:30 AM - 1:00 PM Site Admin and OP will start at 7:30 am

Bilingual Teaching/Bilingual Resource Teacher (Spanish) JOB SUMMARY: This position facilitates learning, academic achievement and personal development through the use of bilingual best practice. This position also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population. EDUCATION AND EXPERIENCE: Possession of a Bachelor's degree from an accredited university or college. Must be fluent in both Spanish and English. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Valid Illinois Professional Educator License registered in Lake County with the following: Bilingual Education Endorsement-Spanish, relevant for grades K-5 OR Valid ELS(TBE) registered in Lake County KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge of the language of instruction, subject matter, methods of inquiry, and structure of the discipline(s) and creates learning experiences that make the content meaningful to all students while building on the students' linguistic and cultural diversity; Knowledge of communication theory, language development and the role of language learning as it pertains to first and second language acquisition; Knowledge of the main concepts, assumptions, debates, principles, and theories central to the teaching of students for whom English is a new language; Knowledge of the process involved in second language acquisition and in learning content through a second language (ESL and bilingual teachers) and in learning content through a non-English language (bilingual teacher); Knowledge of the relationship between proficiency in English and the non-English language to life and career applications; Knowledge of the social, intellectual, and political implications of language use; Knowledge of the structure of the English language (ESL and bilingual teachers) and the structure of the non-English language (bilingual teachers); Ability to understand cultural and linguistic factors that influence motivation and engagement in the learning process to help students become self-motivated; Ability to understand education as a profession, maintain standards of professional conduct, and provide leadership to improve the learning and well-being of students for whom English is a new language; Ability to understand how individual experiences, talents, prior knowledge, language, culture, and family and community values influence students' learning; Ability to understand how to develop short- and long-range plans consistent with curriculum goals, learners' diversity (including linguistic and cultural aspects), and learning theory; Ability to understand how to facilitate learning through the use of a wide variety of materials as well as human and technological resources for ENL students; Ability to understand how to integrate technology into classroom instruction and student assessment; Ability to understand how to review and evaluate instructional materials; Ability to understand how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction in English (ESL and bilingual teacher) and the non-English language (bilingual teacher); Ability to understand how to use the student's native language to advance learning (bilingual teacher); Ability to understand school and district policies and procedures for serving ENL students; Ability to understand that how philosophy, culture, and experiences affect the instruction of culturally and linguistically diverse learners; Ability to understand that language acquisition is a constructive process and that language learning is an interactive process; Ability to understand that literacy is a developmental process and a necessary aspect of first and second language learning. Ability to understand that students construct knowledge, acquire skills, and develop habits of mind through the use of their native language and through a second language; Ability to understand the cognitive processes associated with various kinds of learning and how these processes can be encouraged in students for whom English is a new language; Ability to understand the disciplinary and interdisciplinary approaches to learning as applied to individual instruction and how they relate to life and career experiences for ENL students; Ability to understand the goals of diverse programs and services, how they are organized, and how they operate within the local school context for ENL students; Ability to understand the Illinois Learning Standards, curriculum development, subject-area content, learning theory, language acquisition, and student development and know how to incorporate this knowledge in planning and instruction; Ability to understand the Illinois mandate for assessing and providing services to ENL learners; Ability to understand various disabilities as they may affect the learning of students from culturally diverse backgrounds; Ability to understand when and how to adjust plans based on students' responses and other contingencies, such as prior content-area knowledge and level of English proficiency; Ability to work with individuals from diverse backgrounds. Bilingual- Bi-literate/ fluent in Spanish/ English 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. Advocates for equal access to extracurricular and enrichment activities for ENL learners and participates in and leads student organizations; Analyzes the classroom environment to enhance social relationships, students' motivation, mutual respect, cooperation, and support for students from linguistically and culturally diverse backgrounds; Appropriately uses assessment results to diagnose learning difficulties and design teaching strategies to meet the learning needs of students for whom English is a new language; Considers the students' native language, prior knowledge, and educational background in the design, planning, and delivery of instruction for ENL learners; Contributes knowledge and expertise about teaching ENL learners to the profession and actively influences norms in the school, encouraging collaboration and professionalism within a multicultural context; Creates and modifies the learning environment to enable linguistically diverse students to use effective written, verbal, nonverbal, and visual communication in English (ESL and bilingual teacher) and the non-English language (bilingual teacher); Creates forums and two-way communication vehicles to foster home and school links that build effective learning climates for ENL students and their families; Creates the opportunity for meaningful communication that allows students to interact with subject matter while building proficiency in English (ESL and bilingual teachers) and the non-English language (bilingual teachers); Develops curriculum that demonstrates an interconnection among subject areas, English proficiency, and students' bilingualism that reflects life and career possibilities; Engages families of ENL learners in ways that enable and empower them to advocate on their own behalf; Engages students in generating and testing knowledge using a variety of methods that are appropriate for students for whom English is a new language; Establishes high expectations for students' learning in content areas, in English (ESL and bilingual teacher) and in the non-English language (bilingual teacher); Evaluates teaching resources and curriculum materials for their comprehensibility, inclusivity, accuracy, and appropriateness for students for whom English is a new language; Facilitates learning experiences that make connections to English, students' proficiency in two or more languages, other content areas, and life and career experiences; Facilitates students' transfer of knowledge and strategies from one language to another; Implements instructional experiences that facilitate students' adaptation to U.S. society while validating and maintaining the students' own cultures; Interacts with other professionals, explores new resources, studies the professional literature, participates in advanced educational programs, and contributes to the advancement of the profession of teaching ENL learners; Meets with local education agencies, professional organizations, and/or community organizations to advocate for ENL learners; Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students in the language of instruction; Models culturally sensitive behavior when practicing effective listening, conflict resolution, and group-facilitation skills; Provides leadership to administrators and instructional staff on ways to meet the needs of ENL learners for academic success and comfort in their new educational and social setting; Provides meaningful classroom experiences that are developmentally appropriate for ENL students who have exceptional needs; Provides opportunities for students to reflect and build upon their prior knowledge to gain in-depth academic knowledge, concepts, skills, cultural competence and language proficiency in English and the non-English language; Reviews existing structures and policies; challenges ideas, requirements, and curricular assumptions that may inhibit effectiveness, equity, school quality, and learning; and initiates and develops curricular and staff development projects and programs that enhance learning for ENL students; Seeks opportunities and develops relationships with parents, guardians, and extended family to acquire an understanding of the students' lives and culture; Seeks to ensure that proper identification, assessment, placement, referral, and reclassification procedures are followed and that ENL students receive appropriate and equitable services and meaningful instruction; Uses a variety of communicative tools to make language comprehensible and to lower anxiety when eliciting student expression; Uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole; Uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills in the learning of both content and languages; Uses a variety of means to communicate educational goals, standards, and implications of instructional activities and student assessment results to parents, students, colleagues, collaborative partners, and the educational community at large; Uses effective questioning techniques and stimulates discussion using the language of instruction for specific instructional purposes; Uses multiple cultural perspectives and individual students' experiences to inform and enrich instruction; Uses strategies to create a smoothly functioning learning community in which culturally and linguistically diverse students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities; Uses strategies to mediate cross-cultural conflicts and teach collaborative skills to students; Uses teaching resources and materials that are inclusive and non-biased and that have been evaluated for accuracy and usefulness; Performs related duties as required. Application Procedure: Apply online at *****************************************************

Full-time Description EMBRACING ABILITIES. EXPANDING POSSIBILITIES. Easterseals Academy is a therapeutic school that provides schooling for children with an autism spectrum disorder, emotional disability, developmental delay, or intellectual disability. School districts refer students to Easterseals Academy where the schools provide an alternative school placement for these students to help them to achieve independence. Easterseals Academy has three campuses, located in Chicago, Machesney Park, and Tinley Park. For more information about our organization, please visit us online at *************************** The primary responsibility of the Special Education Teacher is to ensure the health, safety, and well-being of each student while engaging each student in working toward his/her IEP goals and academic standards to show progress. The Special Education Teacher is accountable for the development, implementation, and monitoring of all aspects of classroom programming to ensure the implementation of student IEPs and student growth. $3,000 SIGN ON BONUS! This position is located at the Easterseals Academy - Machesney Park Campus at 8301 Mitchelle Road, Machesney Park, IL 61115. MAJOR FUNCTIONS/ACCOUNTABILITIES: Classroom Leadership/Student Instruction: Develop weekly lesson plans in alignment with student IEP goals and referencing student assessments. Arrange for and perform activities, materials, and prompting hierarchies that relate to the IEP goals. Compliance: Perform and submit formal assessments at least 10 days prior to each student's annual review, but not earlier than 30 days prior. Develop, in collaboration with team members, appropriate IEP goals based on assessment results 10 days prior to the annual review. Update and provide data-based quarterly progress reports and IEP benchmarks. Maintain and update all required components to student main files. Participate in student IEP/MDC meetings throughout the school year. Participate in review meetings for students as necessary throughout the school year. Communication and Collaboration: Conduct weekly meetings with paraprofessional staff members to outline student goal support and instructional/behavioral strategies. Document weekly meetings and present minutes to administration. Collaborate with administration and clinical teams to develop and implement strategies that support student progress and meeting IEP goals. Notify the administration of the onset of unacceptable performance of classroom staff. Communicate as needed, but at least weekly, with parents via confidential approved means such as the Remind App regarding the ongoing performance of students and other updates relevant to the school and classroom Supervision: Mentor, direct, support, and evaluate classroom and 1:1 aides to support students in making progress on IEP goals and accessing instructional materials, as well as collecting data relevant to student goals. Inform annual evaluation, in partnership with administration for each paraprofessional working within the Teacher's classroom. Training and Development: Engage in needs assessments and surveys related to ongoing professional development for the Academy. Attend all Academy-wide training and bring the material back to classroom practice by implementing the training. Adhere to all mandated reporters and OIG guidelines at all times All other duties as assigned Requirements Education/Certification: Bachelor's Degree in Special Education and Illinois State Type 10 teaching certificate or LBS1 (limited or unlimited) or; Bachelor's Degree and an Illinois State teaching certificate in an area of regular education, and a Special Education endorsement, letter of approval, or a short-term emergency letter of approval Experience Required: Completion of required clinical hours for teaching degree/certificate Experience working with special needs populations necessary Skills/Abilities: Ability to perform all functions necessary to obtain certification in agency-required crisis prevention and intervention training, and CPR Ability to multi-task in a high-stress environment Ability to interact with diverse personalities Above-average endurance ADA: Easterseals will make reasonable accommodations in compliance with the Americans with Disability Act of 1990. Unless exempted by the Americans with Disabilities Act, all persons hired for this position are required to possess the ability to perform the physical tasks necessary to treat clients, i.e., bending, floor-sitting, etc., as well as to have the ability to lift up to 50 pounds frequently. **Outstanding Benefits Package ** Comprehensive Healthcare 100% employer-paid medical, dental, and vision coverage for select plans available to you and your eligible dependents Excellent Insurance Protection Employer-paid life insurance and AD&D coverage Long-term disability insurance at no cost to you Free Employee Assistance Program (EAP) for work-life balance support Exceptional Career Growth Up to $40,000 in eligible education reimbursement to fuel your professional development Generous Retirement Benefits Automatic 3% non-elective contribution to your 401(k) - no match required Additional dollar-for-dollar match up to 3% - earn up to 6% of total employer contribution Work-Life Balance 13 paid holidays to enjoy time with family and friends Flexible PTO policy that respects your need for rest and rejuvenation Salary Description $60,915-$76,144

The Elgin Math and Science Academy Charter School (EMSA, **************************** opened in August of 2018 to all students residing in the U-46 attendance area. We serve students from Kindergarten through 8th Grade. EMSA is a Title 1 school that qualifies staff for student loan forgiveness programs. EMSA is seeking a compelling, committed, and innovative Teacher to join our team at the start of the 2022-23 school year that will help to establish a positive learning environment that promotes Wow & Wonder in the classroom while modeling and encouraging the habits of scholarship for students self-discipline. The successful candidate in this role will use EL Education's Core Practices as the classroom's foundation to ensure remarkable academic achievement, character development, and community involvement for all students. At EMSA, students and teachers will reach their highest potential through active exploratory learning and social responsibility in which: Individuals of all backgrounds and abilities are welcome Children's natural curiosity is nurtured Students become leaders of their own learning Teachers and students hold high standards Critical thinking is central to math and science Students develop skills to be responsible individuals An EMSA Educator will: Operate with the understanding: Diversity is a fact, Inclusion is a behavior, Equity is the outcome Work collaboratively with all members of the learning community to build relational trust and foster a growth mindset for all through modeling by taking professional risks, owning mistakes, and being metacognitive about their own growth and revision Model EMSA's habits of scholarship in word and action and effectively build a positive classroom culture that promotes self-discipline Assume primary responsibility for increasing student achievement (i.e. mastery of knowledge and skills, character, and high quality work) by designing and implementing cross-curricular units of study that integrate literacy instruction and utilize active pedagogy Create a collaborative student-centered classroom that thrives on differentiated instruction to increase student growth and enhance school culture Challenge, engage inspire and empower all students with the Wow & Wonder of EL Education Design lesson plans that allow for flexible, uninterrupted blocks of time that foster deep learning, content-based literacy, project-based learning, fieldwork, and student presentations for authentic audiences Engage in professional learning and help to implement a progressive, bold educational approach in fostering EL Education's Core Practices to inspire student success Practice reflective and synthesizing professional practices to allow for a deeper understanding to manifest for implementation with the highest levels of fidelity Establish clear and consistent assessment and progress monitoring techniques based on evidence to make instructional decisions to meet students needs and further their growth Cultivate strong partnerships with families; all words and actions demonstrate a commitment to inclusion, belief in all students' capacity to succeed and a desire to create an amicably beneficial situation for everyone Actively engage families and the community by showcasing expeditionary outcomes and critique of authentic student work An Ideal candidate is someone who: Has demonstrated strong classroom and time management skills Is committed to meeting the needs of every child in a diverse population and has demonstrated success working with low income and minority students Believes every child can learn and reach high levels of academic achievement Has a clear understanding of curriculum, instruction, assessment in child development, and the integration of and adherence to state standards Has a proven ability to work as a member of a team with a commitment to his/her own learning and professional development Has experience designing and implementing an effective and engaging literacy curriculum Has the capacity to teach mathematics and science using inquiry-based and hands-on methodology Believes children can make a significant contribution to the school, community, and the world Understands that family involvement is integral to student success Wants to be part of an organized, professional learning community Is a self-starter interested in working in a fast-paced, startup environment that requires flexible roles Multilingual Educators Must Be Able To: Support Multilingual Students' ability to access the school curricula Co-plan and co-teach with colleagues Gather and create resources to support multilingual students based on their individual needs in the general education classroom Work with small groups in spaces outside the classroom for linguistic support when needed Support director with Title III compliance for program Support the screening and assessment of students i.e. WIDA screener, ACCESS, MAP, IAR Support school's diversity frameworks Support Multilingual Parent Advisory Crew QUALIFICATIONS Required: Bachelor's degree, Endorsements to teach Multilingual Learners- ELL/Bilingual or ELS - Spanish Communication and interpersonal skills to engage in a highly collaborative school environment Extensive knowledge of CCSS and NGSS, as well as curricular implications Knowledge of the WIDA Standards Knowledge of Spanish Ability to develop relational trust with students, families and staff Desired: Current Illinois Professional Educator License- ELL/Bilingual Endorsements Background in EL Education and/or project-based deeper learning with content-based literacy STEM degree and/or professional experience Strong technology skills Fluent in Spanish and English Expertise in working with English Learners Expertise in working with low-income populations Salary Range: $47,000-$65,000 Anti-Discrimination Policy and Commitment to Diversity EMSA seeks individuals of all backgrounds to apply for this position. We are committed to maximizing the diversity of our organization and want to engage all those who can contribute to this effort. EMSA provides equal employment opportunities for all applicants and employees and prohibits discrimination with respect to the hiring or promotion of individuals, conditions of employment, disciplinary and discharge practices, or any other aspect of employment on the basis of gender, race, color, ethnicity, disability, or any other factor which cannot lawfully be used as a basis for an employment decision.

Special Education/Special Education Teaching District: Special Education Services ');

Part-Time Teaching/(Any) Date Available: 06/09/2025 District: Hiawatha CUSD #426

We are looking for a fulltime elementary school special education teacher. Qualifications Current and valid Illinois licensure to teach special education Salary/Benefits Per our five year contract, the base salary nest year starts at $41,000 plus fully paid TRS. Experience and other credentials will be placed accordingly on the salary schedule. District pays 70% of single premium insurance. Additional Notes The district recently had a special education vacancy posted for the middle school. If you were a person that applied and are also interested in being considered for our elementary opening, please just forward those materials to our Elementary Principal Kim Hansen. How to Apply Please send an email to Kim Hansen, at ************************. The email should include a letter of application, updated resume, at least three current letters of reference, a copy of transcripts/licensure. If you would like any additional information, please feel free to send to the email address provided. Email Address ************************ School District *************************** ILearn Link ILearn Report Card Link Illinois Report Card Job Posting Date 3/17/2025 Application Deadline 4/2/2025 Start Date 8/15/2025

Bilingual Teaching/Bilingual Resource Teacher (Spanish) District: Round Lake Area Schools District 116 JOB SUMMARY: This position facilitates learning, academic achievement and personal development through the use of bilingual best practice. This position also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population. EDUCATION AND EXPERIENCE: Possession of a Bachelor's degree from an accredited university or college. Must be fluent in both Spanish and English. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Valid Illinois Professional Educator License registered in Lake County with the following: Bilingual Education Endorsement-Spanish, relevant for grades K-5 OR Valid ELS(TBE) registered in Lake County KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge of the language of instruction, subject matter, methods of inquiry, and structure of the discipline(s) and creates learning experiences that make the content meaningful to all students while building on the students' linguistic and cultural diversity; Knowledge of communication theory, language development and the role of language learning as it pertains to first and second language acquisition; Knowledge of the main concepts, assumptions, debates, principles, and theories central to the teaching of students for whom English is a new language; Knowledge of the process involved in second language acquisition and in learning content through a second language (ESL and bilingual teachers) and in learning content through a non-English language (bilingual teacher); Knowledge of the relationship between proficiency in English and the non-English language to life and career applications; Knowledge of the social, intellectual, and political implications of language use; Knowledge of the structure of the English language (ESL and bilingual teachers) and the structure of the non-English language (bilingual teachers); Ability to understand cultural and linguistic factors that influence motivation and engagement in the learning process to help students become self-motivated; Ability to understand education as a profession, maintain standards of professional conduct, and provide leadership to improve the learning and well-being of students for whom English is a new language; Ability to understand how individual experiences, talents, prior knowledge, language, culture, and family and community values influence students' learning; Ability to understand how to develop short- and long-range plans consistent with curriculum goals, learners' diversity (including linguistic and cultural aspects), and learning theory; Ability to understand how to facilitate learning through the use of a wide variety of materials as well as human and technological resources for ENL students; Ability to understand how to integrate technology into classroom instruction and student assessment; Ability to understand how to review and evaluate instructional materials; Ability to understand how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction in English (ESL and bilingual teacher) and the non-English language (bilingual teacher); Ability to understand how to use the student's native language to advance learning (bilingual teacher); Ability to understand school and district policies and procedures for serving ENL students; Ability to understand that how philosophy, culture, and experiences affect the instruction of culturally and linguistically diverse learners; Ability to understand that language acquisition is a constructive process and that language learning is an interactive process; Ability to understand that literacy is a developmental process and a necessary aspect of first and second language learning. Ability to understand that students construct knowledge, acquire skills, and develop habits of mind through the use of their native language and through a second language; Ability to understand the cognitive processes associated with various kinds of learning and how these processes can be encouraged in students for whom English is a new language; Ability to understand the disciplinary and interdisciplinary approaches to learning as applied to individual instruction and how they relate to life and career experiences for ENL students; Ability to understand the goals of diverse programs and services, how they are organized, and how they operate within the local school context for ENL students; Ability to understand the Illinois Learning Standards, curriculum development, subject-area content, learning theory, language acquisition, and student development and know how to incorporate this knowledge in planning and instruction; Ability to understand the Illinois mandate for assessing and providing services to ENL learners; Ability to understand various disabilities as they may affect the learning of students from culturally diverse backgrounds; Ability to understand when and how to adjust plans based on students' responses and other contingencies, such as prior content-area knowledge and level of English proficiency; Ability to work with individuals from diverse backgrounds. Bilingual- Bi-literate/ fluent in Spanish/ English 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. Advocates for equal access to extracurricular and enrichment activities for ENL learners and participates in and leads student organizations; Analyzes the classroom environment to enhance social relationships, students' motivation, mutual respect, cooperation, and support for students from linguistically and culturally diverse backgrounds; Appropriately uses assessment results to diagnose learning difficulties and design teaching strategies to meet the learning needs of students for whom English is a new language; Considers the students' native language, prior knowledge, and educational background in the design, planning, and delivery of instruction for ENL learners; Contributes knowledge and expertise about teaching ENL learners to the profession and actively influences norms in the school, encouraging collaboration and professionalism within a multicultural context; Creates and modifies the learning environment to enable linguistically diverse students to use effective written, verbal, nonverbal, and visual communication in English (ESL and bilingual teacher) and the non-English language (bilingual teacher); Creates forums and two-way communication vehicles to foster home and school links that build effective learning climates for ENL students and their families; Creates the opportunity for meaningful communication that allows students to interact with subject matter while building proficiency in English (ESL and bilingual teachers) and the non-English language (bilingual teachers); Develops curriculum that demonstrates an interconnection among subject areas, English proficiency, and students' bilingualism that reflects life and career possibilities; Engages families of ENL learners in ways that enable and empower them to advocate on their own behalf; Engages students in generating and testing knowledge using a variety of methods that are appropriate for students for whom English is a new language; Establishes high expectations for students' learning in content areas, in English (ESL and bilingual teacher) and in the non-English language (bilingual teacher); Evaluates teaching resources and curriculum materials for their comprehensibility, inclusivity, accuracy, and appropriateness for students for whom English is a new language; Facilitates learning experiences that make connections to English, students' proficiency in two or more languages, other content areas, and life and career experiences; Facilitates students' transfer of knowledge and strategies from one language to another; Implements instructional experiences that facilitate students' adaptation to U.S. society while validating and maintaining the students' own cultures; Interacts with other professionals, explores new resources, studies the professional literature, participates in advanced educational programs, and contributes to the advancement of the profession of teaching ENL learners; Meets with local education agencies, professional organizations, and/or community organizations to advocate for ENL learners; Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students in the language of instruction; Models culturally sensitive behavior when practicing effective listening, conflict resolution, and group-facilitation skills; Provides leadership to administrators and instructional staff on ways to meet the needs of ENL learners for academic success and comfort in their new educational and social setting; Provides meaningful classroom experiences that are developmentally appropriate for ENL students who have exceptional needs; Provides opportunities for students to reflect and build upon their prior knowledge to gain in-depth academic knowledge, concepts, skills, cultural competence and language proficiency in English and the non-English language; Reviews existing structures and policies; challenges ideas, requirements, and curricular assumptions that may inhibit effectiveness, equity, school quality, and learning; and initiates and develops curricular and staff development projects and programs that enhance learning for ENL students; Seeks opportunities and develops relationships with parents, guardians, and extended family to acquire an understanding of the students' lives and culture; Seeks to ensure that proper identification, assessment, placement, referral, and reclassification procedures are followed and that ENL students receive appropriate and equitable services and meaningful instruction; Uses a variety of communicative tools to make language comprehensible and to lower anxiety when eliciting student expression; Uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole; Uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills in the learning of both content and languages; Uses a variety of means to communicate educational goals, standards, and implications of instructional activities and student assessment results to parents, students, colleagues, collaborative partners, and the educational community at large; Uses effective questioning techniques and stimulates discussion using the language of instruction for specific instructional purposes; Uses multiple cultural perspectives and individual students' experiences to inform and enrich instruction; Uses strategies to create a smoothly functioning learning community in which culturally and linguistically diverse students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities; Uses strategies to mediate cross-cultural conflicts and teach collaborative skills to students; Uses teaching resources and materials that are inclusive and non-biased and that have been evaluated for accuracy and usefulness; Performs related duties as required. Application Procedure: Apply online at *****************************************************

Long Term Substitute - Spanish JobID: 7143 Substitute Date Available: When Filled Additional Information: Show/Hide Candidate must hold current and valid Illinois Professional Educator License with appropriate endorsement(s).

Now Accepting Applications for Summer 2025 The Institute of Reading Development is now hiring summer teachers to lead our summer reading enrichment programs, designed to foster a love of reading while building critical reading skills in students of all ages. Our approach combines evidence-based practices with engaging activities that make reading fun and meaningful for students. This framework simplifies your role as a teacher, so you can focus on what matters most helping students thrive. This is a great opportunity to do challenging and meaningful work in a supportive environment. Teaching experience is valuable but not necessary, and we do not require teaching certification. We provide comprehensive lesson plans and training so that you will be fully prepared before your first class. You ll receive ongoing support from a dedicated supervisor. We welcome your application, whether you are an upcoming or recent college grad, a graduate student, a current teacher, or looking to make a career switch into education. Our Teachers: Work with students in both online and in-person classrooms. Earn up to $700 per week. Receive comprehensive paid training and ongoing support. Gain up to 200 hours of experience teaching their own classes to students from 4-year-olds to adults. Teaching Schedule Details and Commitment: 10 weeks of teaching. Full-time and part-time positions available. All schedules include teaching on both weekend days. Entry-level position, with opportunities for continued employment with the Institute after the summer. Training: We have two training programs: A 3 week full-time program, Monday-Friday in the weeks immediately preceding teaching. A part-time independent study program designed for current full-time teachers. Successful Institute Teachers: Have strong reading skills and read fiction for pleasure. Are responsible and hard-working, with strong communication and organizational skills. Are comfortable and confident with technology. Have a bachelor's degree or higher. Are active, patient, and supportive with students and parents. We look forward to reading your application soon. To learn more about us and to apply, visit ******************************************************

As a General/Special Education Teacher at The Menta Group, you will have the freedom and ability to educate a small classroom of students in a self-contained setting. Our social-emotional learning environments offer engaged and inquiry-based academics combined with a P.B.I.S. structure. 10 Month School Calendar Hiring for All Grade Levels K-21, Small Self-Contained Rooms (10 students max) Benefit Options & Generous Paid Benefit Time Off! Direct Hire with our school: Return School Year after School Year (no annual contract) Tuition Reimbursement for General Education Teachers seeking LBS1 Sign on Bonus for LBS1 Teachers ResponsibilitiesTeach all subjects in both remote (e-learning) and in-person classroom settings Provide a differentiated learning environment Work collaboratively with staff, including curriculum and clinical staff to yield positive results for the students Gain support on-campus from other teachers, administrators, curriculum staff, clinical staff, and various support staff that are Menta employees Have the freedom and ability to personalize learning Provide a social-emotional learning environment Have a classroom size of around 10 students with paraprofessional support in the classroom QualificationsIL PEL (Professional Educator's License; out-of-state applicants will need to apply for IL certification) with LBS1 Certification or Other Teacher Certification (Non-Substitute) with willingness to obtain LBS1Must be flexible in the ability to teach multiple grade levels as student populations change Ability to teach a classroom of students within all basic instructional areas Ability to work with youth with emotional/behavioral/academic difficulties Ability to be flexible, work in teams and creatively problem solve Excellent interpersonal and communication skills, with demonstrated ability to speak and write clearly and persuasively BenefitsBenefit options include: Medical, Dental, Vision, and Supplemental Insurance ProgramsMedical Insurance enrollment is available to full time employees on their date of hire. No waiting period.10 Month School Position with 12 Month Semi-Monthly PayGenerous Paid Time Off Benefits 403(b) Investment OptionsDirect Employer HireNegotiable Sign-On Bonus for Certified Special Education Teachers Menta Academy Northwest At Menta Academy Northwest we are dedicated to ensuring each child reaches their potential in becoming 3-C Ready: College Ready, Career Ready, and Citizenship Ready. Educational services are intended to meet both the developmental and individual learning needs of each student. At Menta Academy Northwest we work with each student and family to ensure that each student has a mindset that is ready to learn and grow. Classrooms are designed to be active learning environments where young people have the opportunity to experience educational and behavioral success on a daily basis. Social Emotional learning supports are in place to aid and teach students coping skills, self regulation and restorative practices. These strategies are aimed at helping them succeed both academically and in their social relationships. Students Served: PK-21 Professional Associations and/or Partnerships The Menta Education Group affiliates are members/partners with CEC, CASE, Autism Speaks, ASBA, AAPSEC, AASA, CCSSO, SEAA, ASCD, and many more associations that focus on the education of children with disabilities. Equal Opportunity Employer The Menta Education Group is an Equal Opportunity Employer. The Menta Group ensures equal employment opportunities regardless of race, creed, sex, color, national origin, religion, age, sexual orientation or disability. The District has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making application for any opening should contact the district office.

Brightpoint invites you to join our team of mission-driven staff who share a common vision: an equitable world where all children and families thrive in strong communities. As a leader in the human services sector for 140 years, we aim to advance the well-being of children by investing in families and strengthening communities through data-informed, collaborative, and preventative solutions. The Early Childhood Teacher is a critical member of the Brightpoint Child & Family Center in Carpentersville team, using Head Start, Early Head Start, and Creative Curriculum to enhance the physical, emotional, and cognitive growth of children through play and hands-on experiences. As an Early Childhood Teacher, you will develop individualized lesson plans and meet with parents to support the best outcomes for your students. As an Early Childhood Education Center with NAEYC accreditation and ExceleRate Gold Circle of Quality designation, you'll be proud to be part of the Brightpoint Child & Family Center in Carpentersville team, and with our cohesive team style and supportive, high quality supervision, you'll look forward to coming back each day. Candidate qualifications: For Teacher 0-3 year olds: Associate's Degree in Child Development or a closely related field with 18+ hours of ECE credits required OR Child Development Associate Credential (CDA) and enrollment in a college program in Child Development, Early Childhood Education, or closely related field with at least 30 credit hours completed, including 12 hours in Early Childhood Education. Ability to obtain an Illinois Gateways to Opportunity Early Childhood Education Level 4 credential within 12 months of employment required. Ability to obtain an Illinois Gateways to Opportunity Infant Toddler Level 4 credential within 12 months of employment required. A minimum of 1 year experience working with children and/or families required. For Teacher 3-5 year olds: Associate's Degree in Child Development or a closely related field with 18+ hours of ECE credits required OR Child Development Associate Credential (CDA) and enrollment in a college program in Child Development, Early Childhood Education, or closely related field with at least 30 credit hours completed, including 12 hours in Early Childhood Education. Ability to obtain an Illinois Gateways to Opportunity Early Childhood Education Level 4 credential within 12 months of employment required. A minimum of 1 year experience working with children and/or families required. (Candidates without the required degree/credentials may be considered with an approved educational plan). Job details: Compensation: Salary range is between $42k-$46k; offers are commensurate with experience and bilingual candidates may receive additional compensation. The salary range provided represents our current estimate for this role at the time of posting and is subject to change. The final salary will be determined based on a range of factors, including but not limited to, a candidate's relevant experience, education, qualifications, skills, certifications, and alignment with organizational needs. We are dedicated to fair and equitable compensation practices and are committed to fostering a diverse workforce while providing equal opportunities for all candidates. Benefits: Medical/dental/vision insurance, three scheduled weeks of paid time off each year (Spring, Summer, Winter), and additional flexible paid leave that accrues based on tenure; 11 paid holidays, supplemental insurance options, 401(k) with match, (more benefit details here). Location: Classroom setting (Brightpoint Child & Family Center in Carpentersville). Schedule: Full-time, salaried; center is open Mon-Fri, 7:30am-5:30pm; assigned shifts will vary. Student Loan Forgiveness: Brightpoint is an approved agency for Public Service Loan Forgiveness (PSLF).