Open Positions for Barrington Community Unit School District 220

Openings as of 6/9/2026
Student Support Services

Bilingual (Spanish) Counselor/Social Worker

JobID: 7579

Position Type:
  Student Support Services/Counselor, Social Worker and/or Psychologist


Date Posted:
  4/28/2026


Location:
  Barrington Middle School - Station Campus


Date Available:
  26-27 School Year


Closing Date:
  When Filled


  Additional Information:  Show/Hide

BARRINGTON COMMUNITY UNIT SCHOOL DISTRICT 220
BARRINGTON, ILLINOIS 60010
JOB DESCRIPTION
 
TITLE: ML (MULTILINGUAL) COUNSELOR/SOCIAL WORKER (BILINGUAL SPANISH)
MIDDLE SCHOOL
 
QUALIFICATIONS & REQUIREMENTS: 
• Hold a valid Illinois Professional Educator License (PEL) with a School Counselor or School Social Worker endorsement
• Bilingual Education (Spanish) and ESL Endorsements preferred, or ability to obtain within a designated timeframe
• Demonstrated fluency in Spanish (speaking, listening, reading, and writing)
• Knowledge of Illinois School Code, ISBE guidance, and federal requirements related to multilingual learners and student services
• Demonstrated knowledge of best practices in:
  • Multilingual learner programming and language acquisition
  • School counseling and/or school social work
  • Trauma-informed and culturally responsive practices
  • Suicide risk response, self-harm response, and crisis intervention in school settings
• Strong collaboration, communication, and problem-solving skills
• Ability to build relationships with students and families from diverse cultural, linguistic, and immigration backgrounds
• Knowledge of WIDA English Language Development Standards, including language domains (listening, speaking, reading, writing) and their application to instruction and student support
Preferred Qualifications:
• Experience working with multilingual learners, newcomer students, or immigrant populations
• Experience in middle school settings
• Experience supporting students with school avoidance, anxiety, trauma, or adjustment needs
• Experience facilitating small groups and family engagement programming
• Experience working within MTSS, 504, and/or IEP processes
POSITION OVERVIEW:    
The Multilingual Counselor/Social Worker provides comprehensive academic, social-emotional, mental health, and family engagement support to multilingual students, with a primary focus on Spanish-speaking students and families.
This position bridges multilingual learner programming and student services by ensuring students have access to instruction, feel a strong sense of belonging, and receive appropriate support for social-emotional and mental health needs.
The role integrates best practices from both the multilingual education field and the counseling/social work field, including culturally responsive practices, family-centered engagement, and evidence-based approaches to student wellness and safety.
REPORTS TO: Building Principal & District Directors of Language Acquisition and Student Services
 
 
ESSENTIAL DUTIES & RESPONSIBILITIES:
Student Counseling & Social-Emotional Support
• Provide individual and small group counseling/social work services in English and Spanish
• Support students with adjustment, belonging, peer relationships, identity development, and emotional regulation
• Address concerns such as anxiety, trauma, school avoidance, and acculturation stress
• Facilitate small groups focused on transition, social skills, and student connection
Crisis Response & Student Safety
• Respond to student mental health concerns, including suicidal ideation, self-harm, and safety risks, in alignment with district protocols
• Participate in risk assessments (e.g., Columbia Screener) and multidisciplinary response processes
• Develop and implement safety, re-entry, and support plans for students returning from crisis or hospitalization
• Collaborate with internal teams and outside providers to ensure continuity of care
• Maintain appropriate documentation and follow mandated reporting requirements
Multilingual Learner Support & Advocacy
• Support multilingual students' academic and social-emotional access to school programming
• Support multilingual learners across all service statuses, including:
• Active English Learners receiving language services
• Students in Monitoring Status Year 1 (Monitor 1)
• Students in Monitoring Status Year 2 (Monitor 2)
• Monitor student progress (academic, attendance, behavioral, and social-emotional) for active and monitored ML students
• Advocate for culturally and linguistically responsive practices within the school setting
• Collaborate with ML staff and classroom teachers to support students' development across the four language domains (listening, speaking, reading, writing) within both academic and social contexts
Family Engagement & Communication
• Communicate directly with Spanish-speaking families in both written and verbal formats
• Support families in understanding school systems, expectations, and available supports
• Facilitate meetings with families regarding academics, social-emotional concerns, and student services
• Connect families to school and community resources, including mental health supports
• Coordinate or support family education opportunities to strengthen school-family partnerships
Collaboration & Teaming
• Collaborate with teachers, ML staff, administrators, psychologists, social workers, nurses, and other support staff
• Participate in MTSS, 504, IEP, crisis, and problem-solving teams as appropriate
• Provide consultation to staff on culturally responsive practices and multilingual student needs
Transitions, Access & Inclusion
• Support onboarding and transition of new multilingual students and families
• Assist with course placement, scheduling, and access to academic opportunities
• Support transitions between buildings (elementary to middle, middle to high school)
• Promote student participation in extracurriculars, enrichment, and postsecondary awareness opportunities
Data, Documentation & Compliance
• Collect and analyze student data to inform interventions and supports
• Maintain accurate and confidential records in alignment with district and legal requirements
• Support IEP-related counseling or social work services when applicable
• Ensure compliance with ML and student services requirements
• Assist with the coordination and administration of the annual ACCESS for ELLs assessment, including:
• Supporting student testing logistics and scheduling
• Assisting with test administration as trained and assigned
• Collaborating with ML staff to ensure compliance with state and federal testing requirements
• Supporting communication with families regarding testing and results
• Ensure appropriate follow-up and documentation for students exiting ML services, including required monitoring procedures and family communication
Professional Responsibilities
• Engage in ongoing professional learning related to multilingual learners, mental health, and culturally responsive practices
• Maintain confidentiality, professionalism, and ethical standards
• Serve as an active member of the student services and ML teams
• Perform other duties as assigned consistent with the scope of the role
PHYSICAL & WORK ENVIRONMENT REQUIREMENTS
• Work is performed in a school setting, including offices, classrooms, and common areas
• Requires movement throughout the building and active engagement with students
• May involve responding to crisis situations requiring timely and calm intervention
• Requires the ability to remain composed and responsive in emotionally charged or sensitive situations
• May include participation in meetings with families, including those requiring interpretation, advocacy, or support in complex situations
TERMS OF EMPLOYMENT:  (Completed by Office of Human Resources)
Days/year	182 days
Benefits	D220 Benefits
Salary	BEA Salary Schedule
04/2026





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Openings as of 6/9/2026
Student Support Services

School Psychologist - Elementary

JobID: 7623

Position Type:
  Student Support Services/Psychologist


Date Posted:
  6/5/2026


Location:
  Arnett C. Lines Elementary School


Date Available:
  2026-2027 School Year


Closing Date:
  When Filled


  Additional Information:  Show/Hide

JOB DESCRIPTION
TITLE:    PSYCHOLOGIST
QUALIFICATIONS:
• Master's Degree, Educational Specialist Degree (Ed.S.), or Doctoral Degree in School Psychology from an accredited program
• Illinois Professional Educator License (PEL) with School Psychologist Endorsement
• Ability to effectively collaborate with students, parents, other professionals
REPORTS TO: Building Principal and Director of Student Services
PURPOSE OF JOB:
To work cooperatively with support service personnel on case study evaluations and to be a consultant in multi-disciplinary, IEP and parent/teacher conferences.
RESPONSIBILITIES:
1.    Attend regular building special services meetings.
2.    Participate in annual reviews for special education students.
3.    Conduct building in-service workshops for staff and parents.
4.    Participate in district in-service workshops.
5.    Serve on district professional organization committees.
6.    Attend professional meetings to update requirements.
7.    Provide supervision for school psychology interns.
8.    Offer individual and small counseling services.
9.    Participate in RtI/Problem Solving meetings as appropriate
10. Complete and maintain appropriate forms, records and reports.
11.  Perform other tasks and responsibilities assigned by the supervisor.
 
TERMS OF EMPLOYMENT: (Completed by Office of Human Resources)
 
Days/year	182 days
Benefits	D220 Benefits
Salary	BEA Salary Schedule
 





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Openings as of 6/9/2026
Student Support Services

Special Education Teacher

JobID: 7588

Position Type:
  Student Support Services/Special Education Teacher


Date Posted:
  5/6/2026


Location:
  Barrington Middle School - Prairie Campus


Date Available:
  26-27 School Year


Closing Date:
  When Filled


  Additional Information:  Show/Hide

BARRINGTON COMMUNITY UNIT SCHOOL DISTRICT 220
BARRINGTON, ILLINOIS 60010
JOB DESCRIPTION
 
TITLE: SPECIAL EDUCATION EDUCATOR (PreK-12+)
 
QUALIFICATIONS & REQUIREMENTS: 
• Hold a valid Illinois Professional Educator License (PEL)
• Hold an appropriate Illinois Special Education endorsement (LBS1)
• Knowledge of IDEA, Illinois School Code, and ISBE regulations related to special education
• Strong collaboration, communication, and problem-solving skills
• Ability to work effectively with students, families, educators, related service providers, and administrators
• CPI certification or willingness to obtain
POSITION OVERVIEW:    
The Special Education Educator provides specially designed instruction and related supports to students with disabilities in accordance with IDEA and Illinois School Code. The educator designs and implements individualized instruction aligned to each student's IEP, monitors progress, collaborates with multidisciplinary teams, and serves as an IEP case manager as assigned. This position supports inclusive practices, student access to the general education curriculum, and positive educational outcomes across academic, functional, behavioral, and social-emotional domains.
REPORTS TO: Building Principal & District Student Services Administrators
 
ESSENTIAL DUTIES & RESPONSIBILITIES:
Instruction & Student Support
• Provide specially designed, research-based instruction aligned to students' IEP goals and Illinois learning standards
• Differentiate instruction to meet a wide range of learning, behavioral, and functional needs
• Implement accommodations, modifications, and assistive technology as outlined in student IEPs
• Support inclusive practices and collaboration with general education staff to increase student access to general education settings, as appropriate
• Establish and maintain a structured, supportive learning environment that promotes student engagement, independence, and self-regulation
IEP Development, Case Management & Compliance
• Serve as IEP case manager for assigned students
• Develop, implement, and monitor Individualized Education Programs, including present levels, goals, accommodations, services, and placement decisions
• Ensure compliance with procedural safeguards, timelines, documentation, and due process requirements
• Coordinate and participate in initial evaluations and reevaluations
• Communicate effectively with families regarding student progress, programming, and services
Collaboration & Consultation
• Collaborate with general education teachers, related service providers, paraprofessionals, and administrators to support student learning
• Provide consultation and support to staff regarding instructional strategies, behavior supports, accommodations, and modifications
• Participate in problem-solving teams, student services meetings, and professional learning communities
Supervision & Professional Responsibilities
• Provide instructional direction and oversight to assigned paraprofessional support staff
• Maintain accurate student records and documentation in accordance with district and legal requirements
• Participate in required meetings, professional development, and training related to special education
• Stay current with best practices, evidence-based interventions, and changes in laws or regulations
• Demonstrate professionalism, ethical conduct, confidentiality, and sound judgment
• Perform other duties as assigned, consistent with the scope of the role
PHYSICAL & WORK ENVIRONMENT REQUIREMENTS
• Work is performed across a variety of instructional and support settings within the school environment, including classrooms, small group spaces, hallways, and common areas
• Requires regular movement, standing, walking, and active engagement with students throughout the instructional day
• May require providing personal care and self-care support to students, including assistance with bathrooming, feeding, dressing, hygiene, and other activities of daily living, based on student needs and assigned placement
• May involve working with students who experience periodic dysregulation and may engage in behaviors directed toward themselves or others
• Requires the ability to respond calmly and appropriately using de-escalation strategies and positive behavior supports
• May require participation in CPI-aligned physical management techniques, used only as a last resort to maintain safety and in accordance with district procedures, training, and legal requirements
• Requires the ability to respond appropriately to behavioral or safety-related situations as they arise within the instructional setting
TERMS OF EMPLOYMENT:  (Completed by Office of Human Resources)
Days/year	182 days
Benefits	D220 Benefits
Salary	BEA Salary Schedule
 
 
02/2026





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Openings as of 6/9/2026
Student Support Services

BHS Special Education Team Lead

JobID: 7609

Position Type:
  Student Support Services/Special Education TOSA


Date Posted:
  6/2/2026


Location:
  Barrington High School


Date Available:
  2026-2027 School Year


Closing Date:
  06/04/2026


  Additional Information:  Show/Hide

TITLE: BHS SPECIAL EDUCATION TEAM LEAD
*This position is a TOSA (Teacher on Special Assignment) and is exempt from the union
QUALIFICATIONS & REQUIREMENTS:
Required:
• Valid Illinois Professional Educator License (PEL) with an LBS1 (Learning Behavior Specialist) endorsement.
• Extensive knowledge of special education laws, IEP compliance, and best practices for supporting diverse learners.
• Strong leadership, problem-solving, and collaboration skills, with the ability to navigate complex cases involving legal advocacy and parent concerns.
• Experience writing and implementing IEPs, accommodations, and transition plans.
• Experience providing educators with support in implementing effective instructional strategies and classroom management techniques to enhance student learning.
• Exceptional organizational and data management skills, with the ability to track multiple students and ensure compliance deadlines are met.
• Excellent communication and interpersonal skills, with the ability to work collaboratively with staff, families, and administrators.
• Familiarity with special education case management platforms (e.g., Embrace).
• Ability to complete Crisis Prevention Intervention (CPI) training and engage in physical management when necessary.
Preferred:
• Master's degree in Special Education, Educational Leadership, or a related field.
• Illinois Principal Endorsement or Director of Special Education Endorsement.
• Experience leading IEP meetings as an LEA representative, working with parent advocates and/or legal counsel, or handling complex student cases involving placement decisions.
• Previous experience evaluating non-certified staff and supporting staff professional development.
• Strong knowledge of community-based services and transition planning, including DRS, CAU, respite services, vocational training, and adult support programs.
• Ability to maintain confidentiality.
POSITION OVERVIEW:
The Special Education TOSA serves as the primary daily leader for the Special Education Department at Barrington High School (BHS), supporting the Associate Principal of Student Services and Assistant Principals in ensuring compliance, facilitating IEP processes, and providing problem-solving support for staff, students, and families.
This position will serve as the primary LEA representative in IEP meetings that require additional leadership support, such as those involving advocates, attorneys, adversarial situations, change of placement decisions, or major determinations related to student services. The role also includes overseeing testing accommodations, coordinating special education resources, and ensuring compliance with special education regulations.
Additionally, the TOSA will serve as the district representative at special education resource fairs and maintain strong knowledge of external agencies and community linkages such as DRS (Division of Rehabilitation Services), CAU (Community Alternatives Unlimited), respite services, and other transition supports.
This position does not include classroom teaching responsibilities and is dedicated 100% to special education leadership, compliance, department support, and assisting with case management responsibilities.
 
REPORTS TO: Building Principal and Associate Principal of Student Services
SUPERVISES: Student Services Assistants (SSAs)
 
ESSENTIAL DUTIES & RESPONSIBILITIES:
Leadership & Compliance Support
• Act as the primary daily leader for the Special Education Department, providing direct support to case managers, related service providers, and special education teachers.
• Serve as the Local Education Agency (LEA) representative in IEP meetings where additional leadership, compliance oversight, or legal advocacy is required.
• Support problem-solving and compliance efforts by working closely with case managers, administrators, and families to resolve concerns related to services, accommodations, placement, and IEP implementation.
• Ensure that all special education procedures, timelines, and documentation meet ISBE (Illinois State Board of Education) compliance standards.
• Assist in monitoring and tracking student progress to ensure IEP implementation is effective and aligned with student needs.
• Serve as a liaison for outside agencies and community resources, connecting students and families with transition services, vocational supports, and external resources such as DRS, CAU, and respite services.
• Represent Barrington 220 as a district representative at local and regional special education resource fairs, ensuring families have access to community support options.
Scheduling & Meeting Coordination
• Attend and facilitate middle school transition meetings, as feasible, prioritizing students with complex or evolving needs to ensure a smooth transition plan to BHS.
• Plan and coordinate all logistics for middle school transition visits to the high school to occur during the school year and summer.
• Serve as a central support in organizing and overseeing testing accommodations for students with IEPs, including SAT, ACT, AP exams, and state-mandated assessments, ensuring successful implementation and advocacy for student needs.
• Ensure IEP progress monitoring data is collected and analyzed to support student programming and placement decisions.
Student & Staff Support
• The TOSA will serve as the primary contact for problem-solving and securing district-level supports as needed to assist students and staff (e.g., BCBA, Special Education Coach, District Social Worker, etc.).
• Assist with student scheduling and course placements, ensuring that students with IEPs are appropriately scheduled for special education services, support classes, and related services.
• Support the wellness team by gathering and analyzing data on student behavior, attendance, and academic progress to help guide intervention planning.
• Provide real-time support to special education staff, assisting with case management, compliance questions, and instructional best practices.
• Oversee the evaluation process for non-certified special education staff, ensuring alignment with district evaluation procedures.
• Be trained in Crisis Prevention Intervention (CPI), participate on the crisis response team, and engage in physical management as a last resort to ensure student and staff safety.
Collaboration & Communication
• Serve as a liaison between special education staff, building administration, and district leadership, ensuring alignment of special education services with district initiatives.
• Collaborate with Assistant Principals and the Associate Principal of Student Services on departmental concerns, professional development, and school-wide initiatives related to special education.
• Support the implementation of inclusive practices and accommodations within general education classrooms.
• Facilitate professional development and training sessions for special education staff on IEP compliance, instructional strategies, and legal updates.
Program Oversight & Compliance Monitoring
• Maintain compliance documentation related to IEP services, accommodations, and placement decisions.
• Ensure all IEP meetings, reevaluations, and annual reviews are completed on time and in compliance with state and federal requirements.
• Monitor and oversee progress monitoring data collection to ensure student IEPs are implemented effectively.
• Assist in identifying and addressing areas for improvement in special education programming at BHS.
PHYSICAL & WORK ENVIRONMENT REQUIREMENTS:
• Frequent use of computers, digital platforms, and other relevant technology to manage documentation, communication, and compliance tracking.
• Occasional light lifting (up to 25 lbs.) may be required for materials, equipment, or supplies.
• Travel within the district may be required to attend meetings, collaborate with feeder schools, or represent the district at resource fairs.
• Occasional evening or after-hours meetings with families, service providers, or staff may be necessary, though infrequent.
TERMS OF EMPLOYMENT: (Completed by Office of Human Resources)
Days	182
Benefits	D220 Benefits
Salary	BEA Salary Schedule





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