Openings as of 2/22/2020All
Description: Implement student/parent handbook, supervise students and assist deans.
Qualifications: Bachelor's degree or a substitute teaching certificate preferred. Attention to detail, confidence, long periods of walking/standing.
Working Conditions: Student attendance days; Salary range as per the support staff salary schedule. Potential hours of 3pm to 8pm with final to be determined based on needs and campus.
College degree; hold teacher aide certification (Teacher certificate desired, but not required)
To support students in the area of social and emotional functioning.
Work Year: Student attendance days M-Th Hours: 7:30am to 3:00pm; 28 hours/week Salary: $17.23 hour
2. be a retired teacher/coach from an IHSA member school, or
3. be a college student coaching as part of an official student teaching assignment, or
4. be certified through ASEP, NFHS or other IHSA Board approved coaches certification program, and
5. be at least 19 years of age, and
6. be officially employed by the local school board of the member school.
BRIEF DESCRIPTION / POSITION SUMMARY:
Yorkville CUSD 115 has the following position available for the 2019 Camp Acceleration (from July 8, 2019 through July 26, 2019): Camp Acceleration is a tuition-based summer school program that will focus on providing students with exposure to the next grade level’s curriculum as a means for the student to accelerate. Students in grades 1 – 7 will be introduced to curriculum, standards, and concepts with which students will engage the following academic year, and will offer students the opportunity to gain knowledge and comfort with the upcoming expectations for ELA and Math. The Camp Acceleration Principal is to facilitate all aspects of the District’s summer school program for the grade 1-7 students. This will include, but is not limited to, publicizing the program, staff and parent communication regarding the program, working with schools to implement the identification process, undertake the selection process of students for the program, interviewing and hiring staff, training staff, creating class lists, establishing and managing all aspects of transportation, setting up parent meetings, overseeing the program, data collection and analysis, determine all building and grounds needs, work with the district office administration, and other duties as assigned. The location is Yorkville Intermediate. The accelerated, tuition-based summer school program will focus on providing students with exposure to the next grade level’s curriculum as a means for the student to accelerate. Students in grades 1 – 7 will be introduced to curriculum, standards, and concepts with which students will engage the following academic year, and will offer students the opportunity to gain knowledge and comfort with the upcoming expectations for ELA and Math. Any District 115 employee interested in any of these positions should send a letter of interest to Dr. Nick Baughman, Associate Superintendent for Learning and Instruction, at nbaughman@y115.org.
QUALIFICATIONS / SKILLS:
1. be regularly certified by the ISBE as a teacher, administrator, or school service personnel, or
Yorkville High School is looking for an Assistant Track & Field Coach with experience (preferred) coaching the throwers.
Stipend: Starts at $5,011 for the season
Yorkville CUSD 115 has seven (7) Dual Language Education teaching positions (K-6) for the 2020 Dual Language Summer Experience program from July 6 through July 26. The program runs for 3 weeks (Mon.-Fri.) and staff hours are from 8:00am-11:30am. We also have an opening for one (1) Dual Language Jump Start kindergarten teacher from July 20 through July 24. The Dual Language Summer Experience is designed for the students in our current Dual Language program. This is unique for our students because instruction will primarily be in Spanish. The purpose is to help students increase their Spanish academic achievement and language proficiency in reading, writing, listening, and speaking. The role and responsibilities of the teacher include, but are not limited to, planning thematic units following the Biliteracy framework, monitoring student growth, and facilitating high levels of learning throughout the duration of the program. Teachers will also be required to attend a 3 hour orientation prior to the start of the program. We anticipate having sections for Kindergarten, 1st, 2nd, 3rd, 4th, 5th, and 6th grade levels as well a Jump Start teacher (students entering K in 2020).
District Mission Statement:
Preparing students for successful lives by inspiring and expecting excellence in every student, every day!
District Vision Statement:
Plano families are proud to send their children to schools that provide safe and equitable learning environments and where every student achieves success fostered by a culture of excellence and supported by strong partnerships between home, school, and community.
Online application required. In order to be considered for this opening, applicant must go to "View Postings" and apply for the specific Job ID number. To complete the online application process, applicants must also attach cover letter and resume. Optional attachments include credentials, letters of recommendation, certificates, transcripts, etc.
Yorkville CUSD 115 has an opening for a 1.0 FTE 4th Grade Teacher to cover a leave of absence at Bristol Bay Elementary School from January 6, 2020 through March 20, 2020. This position does not include benefits Salary: $165.00 per day
Yorkville CUSD 115 has an opening for a long-term substitute to cover a 6th Grade class from approximately April 16, 2020 through the end of the school year at Yorkville Intermediate School. Pay Rate: $165 per day No benefits
Yorkville CUSD 115 has an opening for a Band Teacher to cover a leave of absence for Yorkville Intermediate School and Autumn Creek 5th and 6th grade band program from April 20, 2020, 2019 through the end of the school year. Candidate must be able to support individual and group student lessons.
Current Illinois Professional Educators License with an endorsement in Music Candidate should possess a solid understanding of instrumental music. Prior experience teaching instrumental music is preferred, but not required.
Yorkville CUSD 115 has the need for a long term substitute to teach physical education from January 27 through March 30, 2020 at Bristol Bay Elementary School.
Salary: $165 per day plus additional pay for after school events
Autumn Creek Elementary School has two openings for Lunch Supervisors for the 2019-2020 school year. Starting Hourly Rate: $10.27 This position is not eligible for benefits.
Grande Reserve Elementary School has an opening for a Lunch Supervisor for the remainder of the 2019-2020 school year. Hourly Rate: $10.27 This position is not eligible for benefits.
Bristol Grade School has an opening for Lunch Supervisor for the 2019-2020 school year. Rate: $10.27 per hour This position is not eligible for benefits.
Bristol Bay Elementary School has an opening for a Lunch Aide/Supervisor for the 2019-2020 school year. Rate: $10.27 per hour This position is not eligible for benefits.
Yorkville Grade School has openings for Lunch Supervisor for the remainder of the 2019-2020 school year. Rate: $10.27 per hour This position is not eligible for benefits.
Yorkville CUSD 115 has an opening for the Education Services Department Chair to support Yorkville High School for the 2020-2021 school year.
The Department Chair for Educational Services is responsible for the conduct, evaluation, and improvement of instruction as well as the development, review, and updating of curriculum within the realm of special education. Qualified candidates must provide educational guidance, support, and leadership to the staff to ensure the building’s educational goals and objectives are being met. Additional responsibilities include:
Salary is regionally competitive Excellent benefits package
Yorkville CUSD 115 has a immediate 1.0 FTE opening for a 0.5 FTE English Teacher/ 0.5 FTE paraprofessional. The candidate of choice will teach two sections of English I and one section of English II first semester with the balance of the assignment serving as a paraprofessional. The teaching schedule for second semester would be two sections of English II with the remainder of the assignment serving as a paraprofessional.
Regionally competitive salary Excellent medical, dental, and vision benefits
Yorkville High School has an opening for a highly motivated professional to serve as a long-term Mathematics substiutte teacher from January 21, 2020 through April 23, 2020.
Rate of Pay: $165 per day
Yorkville CUSD 115 has the need for a long term substitute to teach high school choir from September 23 through December 20, 2019. The substitute will be responsible for daily rehearsal planning based on selected concert music and administering provided assessments. Position may include some after school commitments for performances and musical events.
Yorkville CUSD 115 has a opening for a long-term substitute science teacher to cover and FMLA leave at Yorkville High School from January 21, 2020 through April 21, 2020.
Yorkville CUSD 115 has an opening for a long-term substitute to cover an FMLA Social Studies teacher for Yorkville High School from January 27, 2020 through April 20, 2020. The preferred candidate must have:
Salary: $165.00 per day Position does not include medical, dental, and vision benefits
BRIEF DESCRIPTION / POSITION SUMMARY
Yorkville CUSD 115 is looking for a home-bound LBS1 tutor to provide reading support for three hours per week for a middle school age student in a home-bound setting. This position runs through the end of the 2019-2020 school year will be paid out at $32.00 per hour. Not additional benefits are included. Please contact Beth Amedei at eamedei@y115.org for more information.
Valid Illinois Professional Educators License with and LBS1 endorsement.
Yorkville Middle School has an opening for substitute teacher for 7th and 8th grade art. Knowledge of digital photography is recommended, but not required. The assignment is from August 8, 2019 through January 7, 2020.
Daily Rate: $165 No benefits
No additional benefits are included.
Please contact Jill Zapata at jzapata@y115.org for more information.
Yorkville CUSD 115 has an opening for a 1.0 FTE (full-time) 7th Grade Dual Language teacher to teach in the Dual Language and EL program at Yorkville Middle School. Position includes excellent benefits Regionally competitive salary
Yorkville CUSD 115 has an opening for a 7th grade Social Studies long-term substitute to cover an absence from January 6, 2020 through February 29, 2020 at Yorkville Middle School. Salary: $165 per day
Current Illinois Professional Educators License. Endorsement for Middle School Social Studies preferred, but not required.
Yorkville CUSD 115 is looking for a long-term substitute to cover an ELA/reading interventionist for Yorkville Middle School (grades 7 and 8). This position will be for up to 12 weeks starting as soon as possible
Must have a valid Illinois Professional Educators License. An endorsement in ELA or reading is preferred, but not required
Yorkville CUSD 115 has openings for three (3) District Security Department Officers. Please see below for detailed information.
POSITION TITLE: District Security Department Officer: School Safety, Security, and Training Program JOB CODE: New CLASSIFICATION: TBD PAY GRADE: $22.00 to $25.00 per hour REPORTS TO: District Security Department Supervisors CONTRACT YEAR: 2020-2021
BRIEF DESCRIPTION / POSITION SUMMARY: Yorkville CUSD 115 has an immediate opening for a part-time (5 hours per day) Campus Monitor at Yorkville High School for the 2019-2020 school year. The Campus Monitor supports a vibrant, positive and active student-centered campus culture focused on building student connectedness, healthy relationships, and student ownership. This position works collaboratively with Associate Principal for Operations and Deans of Students to protecting health and welfare of students & staff. The ideal candidate must be able to communicate well with students, staff, and stakeholders.
Works on student attendance days Starting Rate: $11.92 per hour This position does not provide access to benefits QUALIFICATIONS / SKILLS:
BRIEF DESCRIPTION / POSITION SUMMARY: Yorkville CUSD 115 has an opening for a part-time (5 hours per day) Campus Monitor at Yorkville High School for the 2019-2020 school year. The Campus Monitor supports a vibrant, positive and active student-centered campus culture focused on building student connectedness, healthy relationships, and student ownership. This position works collaboratively with Associate Principal for Operations and Deans of Students to protecting health and welfare of students & staff. The ideal candidate must be able to communicate well with students, staff, and stakeholders.
Works on student attendance days This position does not provide access to benefits QUALIFICATIONS / SKILLS:
BRIEF DESCRIPTION / POSITION SUMMARY: Yorkville Middle School has an opening for a part-time (5 hours per day) Campus Monitor during student attendance days for the 2019-2020 school year.
Salary: $11.92 per hour This position does not provide access to benefits. QUALIFICATIONS / SKILLS:
Yorkville CUSD 115 is looking for a qualified substitute to cover Assistive Technology Specialist leave starting the September 5, 2019 through December 6, 2019. The selected individual will provide supports to special education students accross the district in assistive technology services.
Yorkville CUSD 115 is looking for a home-bound LBS1 tutor to provide 5 hours per week for 4 weeks in a homebound setting for a high school aged student. The position will be paid out at $32.00 per hour. Not additional benefits are included. Please contact Emma McGuire at emcguire@y115.org for more information.
Valid Illinois Professional Educators License and must be LBS1 endorsement.
Yorkville CUSD 115 has an anticipated opening for a 1.0 FTE LBS1 teacher for the 2020-2021 school year to provide support for students at Yorkville Middle School. This position requires collaboration with all stakeholders to ensure the effectiveness of student IEPs, and high level of skills to differentiate instruction in the least restrictive environment. Creating engaging and motivating lessons based on student interest and application of skill through technology along with instruction on social skills will also be needed.
Yorkville CUSD 115 has an opening for a 1.0 FTE LBS1 teacher to provide support for students at Yorkville Middle School. This position requires collaboration with all stakeholders to ensure the effectiveness of student IEPs, and high level of skills to differentiate instruction in the least restrictive environment. Creating engaging and motivating lessons based on student interest and application of skill through technology along with instruction on social skills will also be needed.
Yorkville CUSD 115 has an opening for a long-term Special Education teacher to support students at Yorkville High School in three sections of co-taught Geometry and 2 sections of self-contained Geometry. This assignment is from approximately December 2, 2019 through March 9, 2020.
Salary: $165 per day No beneftis
Yorkville CUSD 115 has an opening for a full-time Special Education teacher to support students at Yorkville High School.
Regionally Competitive Salary Excellent medical, dental, and vision benefits
Yorkville CUSD 115 has two (2) anticipated openings for a 1.0 FTE Special Education teachers, due to a retirements, for the 2020-2021 school year to provide support for Yorkville Intermediate School.
Regionally Competitive Salary Excellent medical, dental, and vision benefits package.
Yorkville CUSD 115 has an opening for a 1.0 FTE Special Education COMPASS teacher to provide support for Bristol Bay Elementary School.
Yorkville Community Unit School District 115 is seeking substitute nurses to fill in as need throughout the district. Pay: $26.12 per hour, no additional benefits
TITLE: School Social Worker
QUALIFICATIONS: Professional Educator License: Endorsement in School Social Work
REPORT TO: Director of Special Education, Assistant Director, and Coordinator
FUNCTION: To provide social work services to and on behalf of students three through twenty-one so that social/emotional and adaptive development can be enhanced.
PROGRAM: The School Social Worker promotes and enhances the overall academic mission by providing services that strengthen home, school, and community partnerships and address barriers to learning and achievement. The School Social Worker significantly contributes to the development of a healthy, safe, and caring environment. Such an environment is achieved by advancing the understanding of the emotional and social development of children and the influences of family, community, and cultural differences on student success along with the implementation of effective intervention strategies.
RESPONSIBILITIES:
A. Professional Knowledge and Application
The School Social Worker understands the philosophical, theoretical, historical, and legal foundations of special education. The School Social Worker understands how students differ in their approaches to learning; creates social/emotional opportunities that are adapted to diverse learners; understands planning; and designs services based on knowledge of the discipline, student, community, and curriculum goals of all students ages three through twenty-one.
The School Social Worker:
• Demonstrates knowledge of current federal and state legislation, regulations, policies, litigation, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized health care and assistive technology, to individuals with all types of disabilities across the age range.
• Demonstrates extensive skill and knowledge in the area of School Social Work, maintaining extensive knowledge of principals, theories, methods of practice, with application within the educational setting.
• Understands issues in definition and identification procedures for individuals with disabilities, including those from culturally and/or linguistically diverse backgrounds. Seeks additional knowledge of the continuum of services to best meet student needs while actively participating in problem solving to support the development of appropriate placement recommendations.
• Demonstrates understanding of the Social Emotional Learning Standards (SEL) and effective instructional strategies and resources for teaching the scope and sequence in the academic, communication, social, and vocational curricular domains in the general curriculum. Develops short and long-range plans consistent with curriculum/personal goals, learners’ diversity, and learning theory; developed through collaboration with administration and teachers.
• Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities and the use of adaptive equipment for students with disabilities. Integration of assistive and instructional technology to meet a student’s individual needs.
• Prepares and utilizes assessment methodologies have been adapted for individual students as identified including physical/emotional/social/behavioral adaptations to meet a student's individual needs; incorporating multiple sources of evidence and clear recommendations for improving services on an on-going basis.
• Demonstrates knowledge of school and community resources available to assist students and families; while actively sharing knowledge of resources with other colleagues.
B. Delivery of Service and Practices
The School Social Worker understands the central concepts and methods of inquiry; uses a variety of communication/social-emotional strategies to encourage students' development of self-regulation, problem solving, decision making, coping, social communication/interaction, and performance skills. The School Social Worker understands the educational assessment process and uses various assessment strategies to support the continuous development of all students ages three through twenty-one.
• Understands characteristics of individuals with disabilities across the age range, including levels of severity and multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of language disorders, processing deficits, intellectual cognitive abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior.
• Understands and utilizes effective therapy strategies for adapting the general and social curriculum to meet the needs of individual students. Implementing strategies to develop a longitudinal, outcome-based curriculum with the identification of priorities, including social, language, academic and vocational skills across life skill domains (i.e. domestic, recreation/leisure, vocational, and community).
• Chooses and implements therapy techniques and strategies that promote successful transitions for individuals with disabilities. Creates varied opportunities for all students to use effective written, verbal, nonverbal, social and visual communication.
• Utilizes assessment as an educational process; analyzes/interprets information from standardized tests including age/grade scores, standard scores, percentile ranks, stanine measures of central tendency, standard deviations, and standard error of measurement. Includes use of data measures in the development and implementation of interventions.
• Implements a variety of procedures for identifying students’ social/emotional/behavioral characteristics and needs, monitoring student progress, and evaluating learning strategies and instructional approaches to maximize student achievement and understanding of educational choices, promoting the value of client self-determination.
• Demonstrates specialized skills within crisis intervention, assessment of crisis situations, and utilization of appropriate intervention strategies for de-escalation and prevention of crisis situations within the educational setting.
• Uses knowledge and understanding of the reciprocal influences of home, school, and community to intervene and alleviate barriers to student achievement for student success via such practices as assessment, crisis intervention and response, home visits, conflict resolution, individual and group counseling, consultation, program development, dropout prevention, graduation awareness, and coordination of school and community services.
• Maintains a clear sense of overall goals, objectives and tasks of a school social worker and successfully interprets these to school personnel to maintain primary professional activities and competencies.
• Assumes leadership role to promote services to students and their families within the context of multicultural/multi-socioeconomic understanding and competence that enhances families’ support of students learning experiences; with continual support in assisting school personnel to develop multicultural understanding.
• Advocates proactively and establishes respectful partnerships with families, students, and groups utilizing a multi-leveled approached developed upon high degree of rapport, comfort and trust.
• Assists students and their families in gaining access to formal and informal school and community resources; identified and differentiates appropriate resources; with established follow-up activities to facilitate effective utilization of resources.
C. Collaborative Relationships
The School Social Worker understands his or her role as a professional, establishing high standards of reciprocal collaborative relationships with students, families, community and educational personnel, and provides continual leadership in development of relationship building. The School Social Worker understands self-reflection, the importance of active participation in problem solving teams; importance of the development of programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students.
• Works collaboratively work with community agencies and outside therapists for students incorporates techniques and interventions practiced within the outside therapy sessions when appropriate and understands the reciprocal relationship of sharing confidential information with these individuals.
• Continually assesses and takes leadership role in communicating to problem solving on such issues as attendance, diversity, mental health, suicide prevention/awareness, behavior management, delinquency, crisis intervention, homelessness, child abuse, neglect, and the importance of confidentiality with staff to best meet the needs of students.
• Initiates and supports activities to overcome institutional barriers and gaps in services as leaders and members of interdisciplinary teams with the unique contribution of bringing the home, school, and community perspective to the interdisciplinary process.
• Demonstrates active leadership in prompting positive engagement of parents/guardians in the educational process.
• Works with internal and external individuals, groups, and organizations to develop programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students.
• Maintains appropriate documentation of family/teacher communications displaying high priority of communication between home and school.
• Consults and collaborates with other school personnel in gathering and giving information on a case and in establishing and planning for respective roles in the modification of the student’s behavior or social/emotional being.
• Helps to build effective school-community teams and orients community providers to school climate, culture, structure, and to the laws and regulations governing practice in educational settings.
D. Professional Conduct, Leadership, and Professional Growth
The School Social Worker understands his or her role as a professional, maintains standards of professional conduct, and provides leadership to improve students’ learning and well-being. The School Social Worker understands self-reflection, the importance of efficient data collection/manipulation; constantly pursuing professional development opportunities and researched based supports in communication abilities.
• Provides frequent and appropriate information to families about the methods utilized within social work sessions and conveys information about individual student progress in a culturally sensitive manner.
• Maintains highly effective data management system for monitoring student progress, including service logging, consistently reflecting upon the best practice and refining services to meet needs of individual students.
• Has working knowledge of resources, strategies, networks, organizations, and unique services that work with individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for secondary aged students (local, state, and federal).
• Consistently demonstrates high professional judgment and advocates/models for others within the educational setting and community.
• Understands the scope of his or her practice and seeks additional resources and assistance as needed to meet the individualized needs of students; seeks out professional development strategies to stay current on researched based instructional strategies, services and professional growth.
• Demonstrates preparation and participation for meetings/activities; displaying strong capabilities in presentation of information both verbally and in writing; creating comprehensive written reports reflective of student progress.
• Demonstrates knowledge of rights to privacy, confidentiality, and respect for differences among all persons interacting with individuals with disabilities. Provides leadership to others in maintaining ethical standards of the social work practice and teaching.
• Observes and follows all PASEC policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance.
• Other duties as assigned by the PASEC administration.
To obtain this authorization, the following must be provided:
An Illinois Teaching License or Substitute License registered in Grundy/Kendall County ROE
Physical Examination, within 90 days
$50 cash or check which covers the required fingerprinting
Fingerprint Authorization and Release Form (obtained at ROE)
Substitute Teacher Information Form (obtained at ROE)
Description:Implement student/parent handbook, supervise students and assist deans.
Qualifications:Bachelor's degree required with substitute teaching certification. Attention to detail, confidence, long periods of walking/standing.
Working Conditions:As needed on student attendance days; $12/hr.
Yorkville CUSD 115 has an anticipated opening for a 1.0 FTE Instructional Aide to provide intervention support in ELA based on Common Core ELA and EL strategies at Yorkville Middle School through the end of the 2019-2020 school year. As an instructional aide interventionist you will:
Must have a valid Illinois Professional Educators License: an endorsement in ELA or reading is preferred, but not required, or a PARA endorsement
Yorkville CUSD 115 has an anticipated opening for a 1.0 FTE Instructional Aide to provide intervention support in mathematics based on Common Core Mathematics and EL strategies at Yorkville Middle School through the end of the 2019-2020 school year. As an instructional aide interventionist you will:
Must have a valid Illinois Professional Educators License: an endorsement in mathematics is preferred, but not required, or a PARA endorsement
Yorkville CUSD 115 has an anticipated opening for a 1.0 FTE Instructional Aide to provide intervention support in mathematics based on Common Core Mathematics and EL strategies at Autumn Creek Elementary School through the end of the 2019-2020 school year. As an instructional aide interventionist you will:
Yorkville CUSD 115 has an opening for a full-time Computer Technician to support the technology needs at Yorkville Middle School.
Starting Rate: $15.98 per hour. Work week: 40 hours per week with 30 minute duty free lunch Position includes excellent medical, dental, and vision benefits.
Skills in basic computer service, repair, and new computer setup. Associates degree preferred, but not required. Requires dependable personal transportation.
