Openings as of 12/16/2025
REPORTS TO: Associate Principal for Curriculum/Principal
SUPERVISES: Licensed and Non-Licensed Staff in Counseling Department
Assigned Activity Sponsors
POSITION OBJECTIVE: The Director of School Counseling provides strategic leadership and oversight for the comprehensive school counseling program, ensuring its alignment with the American School Counselor Association (ASCA) National Model and the Illinois Postsecondary and Career Expectations (PaCE) Framework. This role is responsible for the overall vision, management, and evaluation of a data-driven program that supports students across all grade levels in their academic, career, and social-emotional development, fostering successful secondary school and post-secondary transitions.
MINIMUM QUALIFICATIONS
Illinois Professional Educator License (PEL) with General Administrative Endorsement preferred but not required
Masters Degree in School Counseling or related field
Teacher Evaluator designation
Teaching or administrative experience in content area
Experience working successfully in a diverse, multicultural environment
REQUIRED SKILLS:
Proven ability to lead, mentor, and evaluate school counseling staff
Strong team-building skills and the ability to foster a collaborative departmental culture
Ability to read, interpret, and explain materials from Board policy, administrative procedures, professional journals, and legal documents, including Illinois School Code
Ability to problem solve, make independent decisions, and effectuate change
Good verbal and written communication skills
Demonstrated leadership ability to work with high school students and adults
Experience developing and implementing departmental goals, policies, and procedures
Deep understanding of adolescent development, mental health, crisis intervention, and trauma-informed practices
Expertise in academic advising, college/career planning, and postsecondary readiness
Ability to design and oversee a comprehensive school counseling program aligned with ASCA National Model
Skilled in conflict resolution, mediation, and restorative practices
Ability to collect, analyze, and interpret data to 1) inform programs and interventions and 2) produce high-quality presentations and documents
Experience using student outcome data to improve academic, social-emotional, and college/career supports
Familiarity with school information systems and counseling data management platforms
Ability to deal with difficult situations courteously, tactfully, and with discretion and good judgment
Ability to interact effectively with a variety of audiences and individuals
Current knowledge of best practices in business, operations, and human resources
PERFORMANCE RESPONSIBILITIES:
Serve as a member of building leadership team
Provide high-quality leadership to coordinate and improve the student academic and support services provided to students and families.
Provide leadership and vision for implementing systems and practices that promote inclusion, equity, and anti-racism throughout the school.
Lead and serve on the building administrator's leadership team, providing knowledge and expertise about school initiatives and programs, Professional Learning Communities, and the School Improvement Goals.
Assists the building leadership team in the overall administration of the school
Supervise various student events throughout the year including weekends and evenings
Models mutual respect; integrity; professionalism; multicultural awareness; gender, racial, and ethnic equity; and the values, beliefs, and attitudes that inspire others to perform to their highest potential.
Performs special projects and assignments at the direction of the Principal and/or designee.
Program Leadership & Management (ASCA: Management, Accountability):
Develop, implement, and continuously evaluate a comprehensive school counseling curricular program for all students based on the ASCA National Model (Foundations, Management, Delivery, Accountability).
Lead the counseling team in setting annual program goals and objectives, ensuring alignment with district strategic plan, school improvement plans and student data.
Oversee the collection, analysis, and interpretation of extensive student outcome data (academic, attendance, discipline, post-secondary enrollment) to demonstrate program effectiveness, identify achievement/opportunity gaps, and inform program adjustments.
Supervise and evaluate all counseling certified staff, including College Counselor, Career Counselor, School Counselors, and non-certified staff.
Foster strong collaborative relationships with school administration, faculty, parents, and extensive community stakeholders (e.g., numerous colleges, diverse businesses, military, community organizations).
Works in a supportive role with colleagues (e.g. cooperative course planning, curriculum development, test construction, materials preparation, methodology)
Present program results and data to stakeholders to advocate for program needs and celebrate successes for a large and varied school community
Recruits, screens, hires, trains, recommends for hiring, and assigns candidates
Supports the professional development of staff members
Supervises and evaluates department activities
Strategic Post-Secondary and Career Readiness (PaCE Framework & ASCA: Career Development):
Collaborate closely with the College Counselor and Career Counselor to ensure robust and integrated implementation of PaCE Framework benchmarks across all cohorts.
Monitor school-wide data related to college enrollment, career placement, and financial aid attainment to drive continuous improvement.
Systemic Advocacy & Equity (ASCA: Advocacy):
Facilitate systemic change within the school to promote equity, access, and opportunity for all students.
Advocate for student needs at all levels, ensuring the counseling program addresses the diverse needs of a large student body.
Coordinates the Review, Revision, and Implementation of Department Mission
Leads counseling team in developing graduation plans aligned to college and career pathways for each student
Analyzes student placement and student progress in grade level
Assists in the planning of departmental professional development
Plans and coordinates curriculum night for incoming ninth graders in collaboration with curriculum directors
Leads the Department
Implements board policies and procedures
Organizes and coordinates departmental meetings
Keeps informed about current trends and practices in subject fields and instruction and promotes curricular innovation and a culture of professional learning
Establishes and pursues goals to improve professional competence
Identifies school or counseling problems and suggest appropriate solutions in team settings
Collaborates with other departmental leaders to coordinate programs
Participates in activities for continued professional growth
Works to resolve both inter and intra-departmental conflicts
Maintains open communication with parents, parent groups, and community organizations
Represents the district at professional meetings and conferences
Co-lead curriculum committees with the Assistant Superintendent for Curriculum and Instruction
Works with principal and building leadership team on school improvement initiatives
Promotes the use of data-informed decision-making in various contexts and oversees the design of student intervention programs that support school improvement initiatives and college and career readiness.
Understands the master schedule and assists in the development of student schedules as well as making student scheduling adjustments as needed throughout the academic school year
Maintains administrative records; prepares reports and correspondence
Serves as a member of the core administrative team
Supervises school-sponsored events; supervises chaperones as assigned
Performs other duties as assigned by the principal
Manages requests for attendance and travel to professional meetings and conferences by assigned staff
Provides Fiscal Management for the Department
Develop and manage the departmental budget and resources effectively.
Contracts for purchase and delivery of goods and services
Approves purchase requisitions for the department
Obtains comparative prices and quotations per Board Policy
Manages extracurricular and/or after-school budgets
Prepares and administers the budget for assigned department
Advises the principal(s) on the department's budgetary needs
Prepares and implements grants as appropriate
Assists with Summer School
Assists the Summer School Principal with planning, evaluating, and overseeing the course offerings and schedule during summer school.
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of summer school.
TERMS OF EMPLOYMENT: 205 day work calendar with irregular or extended work hours including evenings and weekends.
SALARY RANGE: Target hiring range for this position will be between $130,000 to $160,000 per year. Offered salary will be determined by the applicant’s education, experience, knowledge, skills and abilities, as well as internal equity and alignment with market data.
Apply online at: www.niles219.org
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
Niles Township High Schools District 219 is an equal-opportunity employer. It is the policy and practice of District 219 to decide all matters relating to employment solely on the basis of the applicant's ability to perform the essential functions of the position. District 219 ensures equal employment opportunities regardless of race, creed, sex, sexual orientation, color, national origin, religion, age, or handicap.
Principal
REPORTS TO: Superintendent and/or Superintendent Designee
SUPERVISES: Associate Principal for Operations, Associate Principal for Curriculum, Assistant Principals, Directors, Executive Assistant to the Principal, and non-certified staff assigned to the Principal.
POSITION OBJECTIVE: To provide dynamic leadership for curriculum, instruction, and staff evaluation in order to continually improve instruction; to establish clear lines of communication regarding school goals, accomplishments, practices, and policies with students, parents, and staff; to maintain a facility which is safe, orderly, and well-maintained, suitable to support the learning needs students and staff.
MINIMUM QUALIFICATIONS:
Master’s Degree in relevant field (Ed.S, Ed.D, or Ph.D degrees preferred)
Professional Educator License with Illinois Administrative Certificate (General Administrative or Principal Endorsement).
Valid Illinois Qualified Teacher and Principal Evaluation Designation.
Progressive experience in teaching, related education specialty, supervision or administration, or equivalent education and experience.
5 years of high school leadership (Assistant Principal or comparable) experience
Experience supervising and developing educational leaders from a variety of academic areas and/or operational areas.
Experience working positively and productively with adults and high school-age students.
Broad knowledge of the principles and practices of school administration and of current educational trends in curriculum and instruction.
Comprehensive knowledge of the methods, materials, procedures, and practices of the specialties assigned to the office.
Ability to communicate and interact effectively with a variety of audiences
Ability to maintain and grow current job skills
Ability to lead all phases of instructional programs
Ability to interpret, analyze, and use data to effectively present information, produce documents at a high level of sophistication, and respond to questions
Ability to access and utilize technology to maximize other skills and performance
Ability to make rational decisions, problem-solve, and effectuate change in accordance with established policies and procedures
Ability to establish and maintain effective working relationships with staff and stakeholders
Ability to manage fiscal, physical, and human resources to successfully carry out the functions and programs of the office
Excellent human relations and organizational skills
Ability to deal with difficult situations courteously and tactfully and maintain composure to keep a respectful environment for students and staff
Ability to maintain confidentiality
Strong work ethic and aptitude as a self-starter who requires minimal supervision
Demonstrates personal and professional standards and conduct that enhance the image of the district and the educational profession
School Leadership
Aligns, coordinates, and implements school-based goals to the mission, vision, and strategic plan of the district
Works to ensure that all students have access to meaningful post-secondary experiences, with college, career, and life-readiness skills.
Lead and provide vision for implementing systems and practices that promote inclusion, access and opportunity, and anti-racism throughout the school.
Develop, assist, support and monitor programs, procedures, policies, and processes that promote and sustain access and opportunity for all students
Lead the building administrator's leadership team, providing knowledge and expertise about school initiatives and programs, Professional Learning Communities, and the School Improvement Goals.
Conduct faculty and staff meetings to provide information, enrich school climate and improve relationships.
Leads a school culture and environment that successfully develops the full range of students’ learning capacities
Assumes responsibility for the safety and administration of the campus
Creates and ensures a safe, clean and orderly learning environment
Interprets and implements Board policy to students, staff, and parents of the high school community
Keeps current on changes and development in the profession by attending professional meetings, reading professional journals and other publications.
Assumes responsibility for their own professional growth and development through membership and participation in professional organizations
Establish and maintain the school master calendar and facility usage system.
Delegates authority to responsible personnel to assume responsibility for the school in the absence of the principal.
Performs special projects, assignments, and other duties at the direction of the Superintendent.
On-Going School Improvement
Develops, implements, and monitors the outcomes of the school improvement plan and school wide student achievement data results to improve student access, achievement, and belonging for all learners
Develop and implement strategies to monitor and evaluate district-wide progress toward eliminating the achievement and opportunity disparities among students of all identified subgroups
Heads building level school improvement committee to investigate concerns, assess needs and evaluate educational program output
Works with and engages staff in the development and continuous refinement of a shared vision for effective teaching and learning by implementing a standards based curriculum, relevant to student needs and interests, research-based effective practice, academic rigor, and high expectations for student performance in every classroom
Collaborate with student services teams to promote attendance, engagement, and well-being of all students.
Confers with staff, students and community members on school problems and needs
Tours the school, visits classrooms, and meets with teachers for the purpose of improving instruction.
Creates a continuous improvement cycle that uses multiple forms of data and student work samples to support individual, team, and school-wide improvement goals, identify and address areas of improvement and celebrate successes
Implements student interventions that differentiate instruction based on student needs
Selects and retains teachers and administrators with the expertise to deliver instruction that maximizes student learning
Ensures the training, development, and support for high-performing instructional teacher teams to support adult learning and development to advance student learning and performance
Supports the system for providing data-driven professional development and sharing of effective practice by thoughtfully providing and protecting staff time intentionally allocated for this purpose.
Recommends for approval short and long range campus goals, operating procedures, and policies
Demonstrate an understanding of the change process and use leadership to manage change effectively
Community Engagement
Establishes and maintains supportive relationships with individuals and community groups to foster understanding and solicit support for school objectives and programs
Conducts regular meetings and serves as the liaison with parent groups to develop mutual understandings
Maintains relations with parents, parent groups, school volunteers and outside agencies
Represents the school system at professional meetings and conferences
Speaks at public meetings on issues pertinent to the school's programs
Personnel Management
Direct the recruitment, selection, evaluation, and assignment of professional staff in collaboration with the Superintendent and Assistant Superintendent for Human Resources
Provide orientation and mentoring for new staff members
Supervise and evaluate all licensed and classified personnel, fostering a professional culture of accountability, collaboration, and growth
Promote the professional improvement of staff through ongoing coaching, recognition, and support.
Evaluates the effectiveness of teaching and holds individual teachers accountable for meeting their goals by conducting formal and informal observations in order to provide timely, written feedback on instruction, preparation and classroom environment as part of the district teacher appraisal system
Evaluates the effectiveness of directors, provides timely feedback, and holds individual directors accountable for meeting their goals
Plan and implement the school’s master schedule, staffing, and resource allocation processes.
Conflict and Crisis Management
Serve as the lead communicator in crisis situations, ensuring accurate and timely messaging to staff, students, and families
Uses interpersonal skill to help students, parents and staff members to resolve conflicts
Bases decisions on data and considers a variety of alternatives before making a decision
Consults with the appropriate personnel before making a decision
School Operations and Management
Provide oversight in the implementation of the school budget(s) and fiscal resources in accordance with system regulations and board policies and legal requirements.
Collaborates with staff to allocate personnel, time, material, and adult learning resources appropriately to achieve the school improvement plan targets.
Serves as a member of such committees and attends such meetings as directed by the superintendent
Reviews budget requests and program proposals
Works with appropriate central office and school personnel to develop and monitor budgets for the operation of programs.
Oversee all building operations, including safety, facilities, and grounds management, in partnership with the Directors and the District Office.
Ensure compliance with District policies, Illinois School Code, and state and federal regulations.
Collaborative Relationships
Develop effective rapport with students and regularly communicated with student leaders
Creates and foster a sense of belonging for students, staff, and families
Identify, lead and support efforts to ensure that the needs of stakeholders within the educational environment
Seek and utilize meaningful feedback from stakeholders in the evaluation of school programs and policies
Build strong relationships with the District Administration and the Board of Education
Form a partnership with the other building Principal and establish a relationship with respect, responsiveness and collaboration
Focus on articulation with the sender districts and establish a relationship and communication strategies with all constituencies
Maintains high visibility throughout the school by spending time with students and presiding over school- sponsored ceremonies and events.
Attend special events held to recognize student achievement and attends school-sponsored activities, athletic events, recognitions, and student performances
Culture of High Expectations
Builds a culture of high aspirations and achievement for every student
Requires staff and students to demonstrate consistent values of positive behaviors aligned to the school’s vision and mission
Holds self and others accountable for decisions and results, not limited to student performance
Demonstrates leadership grounded in inclusive school communities including access, achievement, and belonging
Conducts difficult but crucial conversations with individuals, teams, and staff based on student performance data in a timely manner for the purpose of enhancing student learning and results
PHYSICAL DEMANDS:
While performing the duties of this job, the employee is frequently required to stand, walk, sit and talk or hear. The employee is occasionally required to reach with hands and arms. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and the ability to adjust focus. The employee is continuously interacting with the public, staff and students. The employee frequently must meet multiple demands from several people. Ability to withstand long term use of video display terminals is required.
WORK ENVIRONMENT:
The noise level in the work environment is usually moderate. The employee is required to regularly interact with the students, staff and the public.
SALARY RANGE: Target hiring range for this position will be between $200,000 to $230,000 per year. Offered salary will be determined by the applicant’s education, experience, knowledge, skills and abilities, as well as internal equity and alignment with market data.
TERMS OF EMPLOYMENT: 260 day work calendar with irregular or extended work hours including evenings and weekends.
PERFORMANCE EVALUATION: Performance of this job will be evaluated in accordance with provisions of the District procedures on administrative evaluation.
Candidate must apply on-line at www.niles219.org
The information contained in this job description posting is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.
Niles Township High School District 219 is an Equal Opportunity Employer. It is the policy and practice of District 219 to decide all matters relating to employment solely on the basis of the applicant’s ability to perform the essential functions of the position. District 219 ensures equal employment opportunities regardless of race, creed, sex, color, national origin, religion, age, or handicap.
PAR Consulting Teacher
REPORTS TO: Deputy Superintendent
EVALUATES: Caseload of between 12 - 15 teachers
POSITION OBJECTIVE:
The Consulting Teacher is the primary point of contact for teachers on the Consulting Teacher caseload in the Peer Assistance and Review (PAR) program. The Consulting Teacher observes, evaluates, guides, and supports each teacher on their caseload. The Consulting Teacher collects, analyzes and presents upon each teacher on their caseload, with the goal of making recommendations for the renewal or release to the PAR panel.
After the PAR CT assignment, teachers are encouraged to return to the classroom to apply and share new practices with their department, reinforcing capacity-building and continuous instructional improvement across the district.
Four years full-time teaching experience after receiving tenure in D219
Strong written references from at least one administrator and two colleagues, one of which works in your department
Excellent ratings on at least two previous summative evaluation
Record of meeting highest ethical and professional standards and a dedication to continuing to advance one’s own professional development
Competence in culturally responsive teaching and research-based instructional practices
Deep knowledge of adult learning and ability to coach, mentor, and/or teach adult learners
Knowledge of the various content area standards, SEL standards, and technology frameworks
Ability to analyze, discuss and model effective instructional practices
Competence across departments in assessing the likelihood of long-term success and/or remediability of caseload teachers
Ability to apply comprehensive teacher metrics to teacher evaluations
Ability to work collaboratively within the school community
Excellent time management skills
Ability to communicate and apply District 219 policies and procedures
Ability to interpret, analyze, and use student achievement and other relevant data
Skilled in effectively carrying out difficult conversations with adults
Ability to use applicable technology, such as Word Processing, Spreadsheets, Email, student and district information systems and web 2.0 technologies such as Google Workspace
Assistance and Evaluation of Caseload Teachers
Oversees and evaluates classroom instruction and professional practices
Provides feedback to improve or enhance teaching quality
Leads pre and post-observation conferences to guide instructional practices and support teachers' development
Assists and guides teachers in setting goals, aligning activities, and reviewing student data to support instructional outcomes
Guides caseload teachers through evaluation instruments, resources, procedures and policies
Maintains documentation and provides evidence-based recommendations for teacher retention or release and professional development
Works to resolve issues emerging from peer evaluation
Communication and Collaboration
Collaborates with department leaders in respective content areas to ensure resources, facilities, and instructional support are available and accessible
Coordinates with department leaders and mentors to facilitate the introduction of instructional ideas and strategies to caseload teachers
Coordinate with department mentors to encourage and guide caseload teachers with balanced and effective participation in school-sponsored events, extra and co-curricular activities
Maintains open communication with caseload teachers, administrators and support services personnel
Communicates regularly with district PAR administrator, directors and building principal regarding caseload teachers’ progress
Cooperates with administration in investigations concerning caseload teachers
Collaborates with district professional learning teams to design, implement and deliver professional development under the direction of the administrative PAR co-chair/Panel
Consulting Teacher Professional Practice
Follows district evaluation and confidentiality policies and procedures for caseload teachers
Effectively utilizes Standards for Success for evaluation documentation and the Danielson Framework as a tool
Prepares and presents materials for PAR panel non-tenured review meetings
Keeps informed about current trends and practices in teaching and disseminates professional information and materials to caseload teachers
Plans and delivers presentations in coordination with PAR Panel and the Administrative Co-chair for various audiences to promote understanding of the PAR program
Assists with maintaining the webpage/library of support for non-tenured teachers including available district and non-district supports
Contributes to establishing and refining operational procedures and necessary documents and forms, reflective of continuous improvement and the changing program dynamics
School Year and Summer Commitments
Completes and passes the required ISBE teacher evaluation modules and assessments prior to participating in appraisal cycles
Attends weekly Consulting Teacher meetings with PAR Co-Chairs
Attends meetings for Consulting Teacher trainings during academic year
Participates in summer Consulting Teacher training activities, as requested
Participates in New Teacher Orientation activities in collaboration with mentor teachers and administration
TERMS OF EMPLOYMENT: Caseload of between 12-15 teachers and release from teaching classroom duties either full-time or part-time. Calendar pursuant to collective bargaining agreement. Salary pursuant to applicable collective bargaining contract.
EVALUATION: This position will be evaluated by the PAR panel based on input from those sources it deems appropriate.
Apply on-line at: www.niles219.org
The information contained in this job description is for compliance with the Americans With Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
Teacher
DAYS PER YEAR: 182
QUALIFICATIONS:
Must have an Illinois Professional Educator License (PEL) with the required endorsements.
LOCAL QUALIFICATIONS:
Teachers who have taught at least three years in District 219 must have
(a) successfully participated in at least 6 clock hours of D219-authorized equity professional development every three years.
AP Teachers must have either five years teaching experience in the AP course to which they are assigned or successfully have completed a College Board Institute and audit process for the class.
To qualify for a World Language position, internal candidates must have either three(3)years of teaching experience in the target language or must possess a minimal proficiency of “advanced low” as measured by the ACTFL Oral Proficiency Interview Assessment. To qualify for a World Language position, external candidates must possess a minimal proficiency of “advanced low” as measured by the ACTFL Oral Proficiency Interview Assessment.
To qualify for a Project Lead the Way Program position, internal candidates must have experience and have Project Lead the Way certification. To qualify for a Project Lead the Way Program position, external candidates must have Project Lead the Way certification.
POSITION SUMMARY:
Licensed employees are expected to perform the duties and responsibilities outlined in District 219 Board policies and the Board/Union contract. The performance standards listed below represent the essential functions of the job.
INSTRUCTIONAL SKILLS:
Plans lessons and prepares instructional materials
Presents lessons effectively
Demonstrates a variety of effective teaching techniques
Provides for differences of individuals and groups
Evaluates student achievement effectively
CLASSROOM AND SCHOOL ENVIRONMENT:
Provides purposeful classroom activity
Interacts with students in a manner that encourages respectful relationships among students and teacher
Promotes the development of self-esteem in students
Addresses the needs of individual students
STAFF-PARENT-SCHOOL-COMMUNITY RELATIONSHIPS:
Demonstrates positive interpersonal relations with staff
Works cooperatively with school personnel (Directors, Student Services staff, Deans) to benefit students
Encourages positive school-community relationships
Communications effectively with parents to enhance the learning process by responding to or initiating parent contacts in a timely, professional and constructive manner
PROFESSIONALISM:
Maintains knowledge of current trends in his/her field through professional activities (e.g. attending professional meetings, enrolling in relevant courses, reading relevant literature)
Adheres to Board of Education and building policies and procedures
Identifies school or curriculum problems and suggest appropriate solutions
Uses appropriate channels to resolve concerns and problems
Computer Science Endorsement Required / CTE Licensure Preferred but not required
Must have an Illinois Professional Educator License (PEL) with the required endorsements. Computer Science Endorsement Required/ CTE Licensure Preferred but not required
Teacher CTE Licensure Required - Apparel/Textiles or Fashion/Clothing Services Endorsement
Must have an Illinois Professional Educator License (PEL) with the required endorsements. CTE Licensure Required - Apparel/Textiles or Fashion/Clothing Services Endorsement
Must have an Illinois Professional Educator License (PEL) with the required endorsements. Social Science/Econ preferred, Dual Endorsement in EL Preferred
Paraprofessional, Curriculum Classroom
REPORTS TO Director of the Subject Area
PURPOSE The job of Paraeducator Tutor Classroom Core is done for the purpose/s of providing support to the instructional program with specific responsibility for working with individual and/or small groups of students in assigned regular classroom; assisting with implementing plans for instruction; monitoring and reporting student behavior and performance; and providing information to appropriate school personnel.
IL Paraprofessional Certificate
College degree, Teaching certificate preferred
Operate standard office equipment (e.g., computers, printers, copiers).
Use pertinent software applications (e.g., word processing, spreadsheets, email).
Prepare and maintain accurate and organized records.
Demonstrate a willingness to upgrade skills to meet changing job requirements.
Apply basic math concepts, including algebra and/or geometry.
Read manuals, follow prescribed writing formats, and present information clearly.
Understand grammar and punctuation rules.
Possess knowledge of child development stages and learning styles.
Plan and implement age-appropriate activities.
Understand and apply board policies and relevant district, state, and federal regulations/laws.
Schedule and coordinate activities efficiently.
Collect, organize, and analyze data using defined procedures.
Operate job-related equipment using standardized methods.
Adapt and work collaboratively in a variety of settings and with diverse individuals.
Maintain confidentiality and professionalism, especially in student interactions. Set priorities, manage time effectively, and handle frequent interruptions.
Solve problems by identifying issues and developing appropriate action plans.
Work independently with data and interpret guidelines as needed.
Demonstrate strong communication skills and a team-oriented mindset.
Essential Functions
Adapts classroom activities, assignments and/or materials under the direction of the supervising teacher for the purpose of supporting and reinforcing classroom objectives and implementing IEP goals.
Administers classroom assignments, tests, homework assignments, make-up work, etc. for the purpose of supporting teachers in the instructional process.
Assists students, individually or in small groups, with lesson assignments for the purpose of practicing and/or reinforcing learning concepts and assisting students in reaching academic goals and grade level standards.
Communicates with supervising instructional staff and parents for the purpose of assisting in evaluating progress and/or implementing IEP objectives.
Facilitates student learning for the purpose of achieving success in academic skills through defined lesson plans under the direction of the supervising teacher.
Implements under the supervision of assigned teacher, research based interventions for the purpose of presenting and/or reinforcing learning concepts.
Maintains classroom equipment, work area, and manual and electronic files and records for the purpose of ensuring availability of items.
Monitors individual and/or groups of students in a variety of settings and provides time limited class supervision. for the purpose of providing a safe and positive learning environment.
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit pertaining to District 219.
Provides, under the supervision of assigned teacher, instruction to students in a variety of individual and group activities for the purpose of reinforcing instructional objectives and ensuring students success in school.
Reports observations and incidents relating to specific students for the purpose of communicating information to appropriate instructional and/or administrative personnel.
Supports classroom teachers and other school personnel for the purpose of assisting them in the implementation of curriculum and teaching methodologies.
RESPONSIBILITY
Responsibilities include: working under limited supervision following standardized practices and/or methods; leading, guiding, and/or coordinating others; utilization of some resources from other work units may be required to perform the job's functions. There is a continual opportunity to have some impact on the organization’s services.
WORKING ENVIRONMENT
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 50% sitting, 25% walking, and 25% standing. This job is performed in a generally clean and healthy environment.
REQUIRED TESTING CERTIFICATES
Job Fit Test
Grammar Test
Technology Test
TERMS OF EMPLOYMENT: 186 day work calendar
SALARY GRADE: P1 on salary schedule
REPORTS TO: This job reports to the Director of Fine & Applied Arts
PURPOSE: The job of the Paraeducator of Fine & Applied Arts is for the purpose/s of providing support to the Fine & Applied Arts instructional program with specific responsibility for assisting in the organization and assessment of students involved in the performing arts. Additional contributions to the department will include assisting with the organization and management of performing arts programming; assisting with classroom rehearsals and/or sectional work; monitoring and reporting student behavior and performance; and providing information to appropriate school personnel.
ESSENTIAL FUNCTIONS:
- Adapts and assists with classroom activities, assignments and/or materials in conjunction with the classroom teacher for the purpose of supporting and reinforcing classroom objectives.
- Assists students, individually or in small groups, for the purpose of practicing and/or monitoring rehearsals.
- Assists performing arts teachers with managerial and/or administrative needs with each discipline.
- Attends meetings and in-service presentations for the purpose of acquiring and/or conveying information relative to job functions.
- Collaborates with instructional staff, students, professional support personnel, and parents who are involved with Fine & Applied Arts.
- Communicates with parents and teachers via emails, phone calls, in person meetings, etc. when requested by the Director of Fine & Applied Arts and/or Fine & Applied Arts instructors.
- Facilitates student learning for the purpose of achieving success in performance-based skills.
- Maintains manual and electronic files and records for the purpose of providing written reference; and/or meeting mandated requirements.
- Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit pertaining to District 219.
- Provides time-limited supervision for the purpose of providing a positive learning environment.
- When working with students, provides instruction in a variety of individual and group activities for the purpose of reinforcing instructional objectives; implementing 504 plans; and ensuring students' success in school.
- Reports observations and incidents relating to specific students, in support of the classroom teacher, for the purpose of communicating information to appropriate instructional and/or administrative personnel.
-Supports classroom teachers and other school personnel for the purpose of assisting them in the implementation of curriculum and programmatic needs.
Moderate to advanced music skills (performance, sight reading, theory)
Strong organization, project management, and record-keeping abilities
Proficiency with standard office equipment and relevant software
Clear written and verbal communication; ability to follow multi-step instructions
Knowledge of performing arts, grammar, punctuation, math, and instructional methods
Familiarity with board policies and district, state, and federal regulations
Ability to schedule activities, gather data, and use job-related equipment
Flexibility to work with diverse individuals and in varied circumstances
Problem-solving skills, including independent interpretation of guidelines
Ability to maintain confidentiality, set priorities, work on a team, and handle frequent interruptions
PREFERRED, BUT NOT REQUIRED ABILITY: Piano and/or accompaniment skills preferred.
JOB DESCRIPTION
Niles Township High School District 219
Special Education Cadre Substitute
Purpose Statement
The Cadre Substitute covers for classes when teachers are absent. This position implements instruction to assist students in understanding a subject matter as well as to provide instruction in functional behaviors needed for academic and socio-emotional progress. Priority is given to Special Education classrooms.
This job reports to the Assistant Principal of Operations and the Director of Special Education.
Take Attendance
Execute lesson plans provided by teacher
Maintain classroom behavior management
Create lesson plans as needed
Input grades as needed
Assist with implementing student IEPs
Other duties as assigned
Job Requirements: Minimum Qualifications
- Illinois Professional Educator License (PEL)
- LBS1
- Bachelor’s degree
Performance Evaluation
Performance of this job will be evaluated in accordance with provisions of the District evaluation procedures.
Candidate must apply on-line at www.niles-hs.k12.il.us
Niles Township High Schools District 219 is an equal opportunity employer. It is the policy and practice of District 219 to decide all matters relating to employment solely on the basis of the applicant's ability to perform the essential functions of the position. District 219 ensures equal employment opportunities regardless of race, creed, sex, sexual orientation, color, national origin, religion, age or handicap. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
