Open Positions for Winnetka Public Schools

Openings as of 6/10/2026
Student Support Services

Special Education Instructional Coach

JobID: 1298

Position Type:
  Student Support Services


Date Posted:
  2/25/2026


Location:
  District Office


Date Available:
  08/24/2026


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

The Winnetka Public Schools District 36 has an opening for a full-time Special Education Instructional Coach for the 2026-2027 School Year.
 
JOB TITLE:  Instructional Coach (Student Services) - Early Childhood - 8th grade
LOCATION: District 
CHARACTERISTICS:  Certified employee, teacher contract
REPORTS TO: Assistant Superintendent and Director of Student Services, Equity and Inclusion
SUPERVISES: n/a
EVALUATION:  Evaluated annually by the Assistant Superintendent and/or Director of Student Services, Equity and Inclusion
OVERVIEW OF THE POSITION
The Student Services Instructional Coach is a collaborative, hands-on educator responsible for providing targeted support, coaching, and professional development to special education teachers and staff. This role involves working closely with teachers to improve instructional practices, ensure adherence to individualized education plans (IEPs), and promote inclusive and differentiated teaching methods to meet the needs of all students with disabilities.
The Student Services Instructional Coach will work in partnership with general education staff, administrators, and specialists to create an inclusive and equitable learning environment that promotes academic, social, and emotional success for students with disabilities. The role will also focus on supporting the district's commitment to improving educational outcomes and ensuring that students with diverse learning needs are empowered to achieve their full potential.This position will have responsibilities inclusive of providing for consistency by serving as a liaison between the departments of Teaching and Learning, Student Services, and Human Resources/Professional Learning.
RESPONSIBILITIES/DUTIES
Key Responsibilities:
1. Regarding Planning and Preparation / Assessment Management:
• Facilitate the development and implementation of high-quality instructional programming for students with disabilities aligned to district curriculum and special education requirements.
• Work collaboratively with special education and general education teachers to design lessons that integrate differentiated instruction, specially designed instruction, accommodations, and/or  modifications aligned to IEP goals.
• Support alignment between IEP goals, core curriculum, intervention planning, and instructional scope and sequence.
• Assist teachers in developing and refining measurable IEP goals and progress monitoring systems connected to grade-level standards and student growth.
• Support the development and implementation of common curriculum-based and IEP-related assessments.
• Assist staff in collecting, analyzing, and interpreting student data to inform instructional decisions and continuous improvement efforts.
• Contribute to program evaluation and curriculum review processes related to special education services and inclusive practices.
• Provide guidance to ensure accurate and timely documentation aligned with special education requirements in collaboration with administrators.
2. Regarding the Classroom Environment:
• Initiate and build highly respectful, trusting, collaborative relationships with special education and general education staff.
• Promote inclusive classroom environments that support access, belonging, and high expectations for students with disabilities.
• Support co-teaching partnerships and collaborative problem-solving between general and special educators.
• Foster a culture of reflection, professional inquiry, and continuous improvement related to inclusive practices.
• Establish and implement a coaching framework aligned with district coaching practices, maintaining a non-evaluative, growth-oriented stance.
3. Regarding Instruction:
• Implement coaching cycles and related structures to support instructional growth of special education staff and collaborative teams.
• Model evidence-based instructional practices for students with disabilities, including differentiation, scaffolded instruction, executive functioning supports, behavior supports, and engagement strategies.
• Provide classroom-based coaching support through observation, modeling, co-planning, and reflective feedback conversations.
• Support effective implementation of IEP accommodations and modifications within general and special education settings.
• Provide guidance to general education teachers regarding inclusive instructional strategies and access to the core curriculum.
• Participate in IEP meetings, student support meetings, and collaborative problem-solving discussions as needed to provide instructional expertise and ensure alignment between goals, services, and classroom implementation.
• Support implementation of district instructional initiatives, MTSS structures, and District strategic aims as they relate to students with disabilities.
4. Regarding Professional Responsibilities:
• Model professionalism, integrity, confidentiality, and a commitment to equity and inclusion.
• Plan, support, and deliver professional development related to special education instruction, inclusive practices, data collection, and progress monitoring.
• Facilitate or co-facilitate special education-focused PLCs to promote collaboration, shared learning, and instructional consistency.
• Attend district instructional coach meetings and collaborate across content areas to ensure alignment between special education and core instructional priorities.
• Contribute to district-wide initiatives, Summer Institute planning, early release professional learning, and curriculum review processes.
• Collaborate with administrators, related service providers, and instructional leaders to strengthen systems supporting students with disabilities.
• Stay current with research, best practices, and legal requirements in special education and share relevant updates with staff.
• Serve as a liaison between District leadership, building administrators, and staff to strengthen inclusive instructional practices.
• Complete all District compliance training as required.
 The Special Education Instructional Coach serves in a non-evaluative capacity and does not supervise or formally evaluate staff. The role is designed to build instructional capacity, strengthen inclusive practices, and support alignment between special education programming and district instructional priorities.
Qualifications:
Required:
• Education:
  • Illinois Professional Educator License (PEL) with Special Education endorsement, school psychologist endorsement, and/or general education teaching endorsement with prior instructional coaching experience.
  • Bachelor's degree in Special Education (Master's degree preferred).
• Experience:
  • Minimum of 3-5 years of experience as a classroom special education teacher
  • Proven experience in differentiating instruction and implementing accommodations/modifications for students with a variety of disabilities
  • Coaching experience is preferred
• Skills and Knowledge:
  • Strong knowledge of special education laws, including IDEA, 504, and other relevant legislation.
  • Familiarity with Multi-Tiered Systems of Support (MTSS)
  • Demonstrated ability to provide constructive feedback and support to colleagues.
  • Strong communication and interpersonal skills, with the ability to work collaboratively with teachers, administrators, parents, and support staff.
  • Knowledge of assessment tools and methods for tracking student progress.
Preferred:
• Certifications/Experience:
  • Instructional Coach certification or related coaching experience
  • Professional development or coaching certification (e.g., National Board Certification or coaching endorsement)
  • Experience providing professional development to educators
  • Experience with co-teaching models and/or inclusive classrooms
  • Experience working with a range of disabilities (e.g., autism spectrum disorder, learning disabilities, emotional disabilities)
 
OCCUPATIONAL REQUIREMENTS
1.  FBI Fingerprint clearance required.
2. TB Test within the last 90 days of hire date.
3. Physical Exam within the last year of hire date.
4. Mandatory District-wide Compliance Training, as assigned.
5. Must have strong organizational, communication, and public relations skills.
6. Must have excellent verbal and written communication skills.
7. Must be patient, persistent, and positive.
8. Excellent technical competencies in a variety of area,s including writing and editing, organization, problem-solving, multi-tasking, statistical record keeping, prioritizing, and the like.
 
EDUCATION/VOCATIONAL PREPARATION
Qualifications: 
1. Illinois Professional Educator License
2. The employee must have foundational knowledge of district curricular standards and targets; State of Illinois learning standards; best practices in teaching; differentiated instruction; successful classroom management strategies; and other related curriculum objectives.
3. Required - Four years of classroom teaching experience with summative evaluation ratings of excellent in the past 2 years
4. Highly positive attitude with excellent work habits
5. Excellent communication and interpersonal skills
6. Ability to serve as a positive role model for staff
7. Highly flexible and professional
8. Ability to maintain confidentiality
 
PHYSICAL REQUIREMENTS
Moderate degree of physical stamina with occasional lifting of 10 to 60 pounds.  Ability to move freely to various locations within office and school settings.  Frequent standing, walking, sitting, and bending.  Frequent repetitive activities, including hands, arms, and legs, for clerical-related work.  Exposure to noise and activity in a school setting.
 
TERMS OF EMPLOYMENT
 
Salary and fringe benefits will be in accordance with the Winnetka Professional Agreement.
 





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Openings as of 6/10/2026
Student Support Services

Behavior Analyst (BCBA) - Part-Time (.50 fTE)

JobID: 1334

Position Type:
  Student Support Services/Behavior Analyst


Date Posted:
  6/1/2026


Location:
  District


Date Available:
  08/24/2026


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

The Winnetka Public Schools District 36 has an opening for a part-time Behavior Analyst (.50 FTE) for the 2026-2027 School Year.
Job Title: Behavior Analyst
Position Guide: Certified
FTE: .50 FTE
Characteristics: 182 day school year contract
Location: The Winnetka Public Schools District #36 
Supervisor: Principal/Director of Student Services, Equity and Inclusion
EVALUATION:  Evaluated annually by the Assistant Superintendent of Student Services, Equity & Inclusion and/or the Director of Student Services, Equity & Inclusion 

RESPONSIBILITIES/DUTIES
Essential Duties 
The Behavior Analyst will provide direct and consultative services to students, staff, and families regarding behavior management, effective education, and assessment of behavioral and educational needs of students with and without disabilities. Implement and/or oversee the implementation of procedures for developing behavior assessments and intervention plans.
Primary Responsibilities 
1. Work collaboratively with building and district staff to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support staff in their implementation of Multi-Tiered Systems of Supports
2. Demonstrate expertise in the area of data collection and behavior analysis.
3. Assists case managers/building based psychologists and social workers in writing of comprehensive functional assessments and behavior intervention plans and instructional methodologies for staff.
4. Demonstrate behavior management ideas and/or techniques.
5. Provide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff.
6. Assist staff working with children with autism on teaching skill deficits, maintaining acquired skills, teaching self-help skills and developing social skills.
7. Develop materials and provide resources for and provide professional development to administrators, educators, paraprofessionals and parents/guardians.
8. Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information.
9. Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students.
10. Travel to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students.
11. Engage parents in the process of creating behavior programs for students in order to empower parents by providing them with skills and techniques to support the positive behavior development of their child.
12. Conducts functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.
13. Develops treatment plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals.
14. Develops strong collaborative relationships and trains families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization.
15. Provides ongoing training of school staff, ensuring treatment integrity and supporting the professional growth of staff.
16. Monitors progress and evaluates treatment effectiveness regularly, maintaining high rates of progress.
17. Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
18. Selects intervention and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans.
19. Completes reports and other paperwork within the established timeframes.
20. Participate in building-level meetings as appropriate.
21. Assist in other areas as needed. 
Skills/Competencies 
1. Ability to read, analyze and interpret documents including correspondence in print or electronic formats.
2. Ability to establish and maintain effective working relationships with all members of the school community.
3. Ability to communicate clearly and concisely in verbal or written form
4. Ability to write reports as needed. The ability to effectively present information and respond to questions is required.
5. Ability to perform essential duties within member school district requirements and SPED policies. 
ADDITIONAL JOB FUNCTIONS:
Performs other duties as directed by the Assistant Superintendent of Student Services, Equity & Inclusion and Director of Student Services, Equity & Inclusion
CERTIFICATES/LICENSES/ QUALIFICATIONS
Qualifications 
1. Certification:
   1. Current Board Certified Behavior Analyst (BCBA, as certified by the Behavior Analyst Certification Board (BACB)
2. Education:
   1. Required- Master's Degree in applied behavior analysis, special education, psychology or related discipline.
3. Experience:
   1. Required- Minimum of 1- 3 years experience as a Board Certified Behavior Analyst.
   2. Expert knowledge of intervention planning for developing behavior changes strategies that focus on reducing problem behaviors and increasing appropriate behaviors.
   3. Preferred - Classroom teaching experience, social worker or psychologist.
4. Clearance of FBI Background check required; Successful completion of Faith's Law/EHR requirements.
5. TB test within 90 days of hire date; Physical Exam within last year of hire date. 
PHYSICAL REQUIREMENTS
• Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordinated performance.
• Physical effort: Workrequireshandlingaverageweightmaterialsorequipment, but not for sustained periods.
• Working Conditions: Travel among schools in the Winnetka School District is required.
TERMS OF EMPLOYMENT
Salary and fringe benefits will begin at $75,000+ (dependent upon years of experience and prorated off of full time equivalent of annual salary) and reviewed annually by the School Board.





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Openings as of 6/10/2026
Student Support Services

Copy Of Elementary Special Education Teacher K-4

JobID: 1337

Position Type:
  Student Support Services/LBS1


Date Posted:
  6/5/2026


Location:
  Crow Island School


Date Available:
  08/24/2026


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

The Winnetka Public Schools District 36 has an opening for a full-time Elementary Special Education Teacher K-4 at Crow Island School for the 2026-2027 School Year.

Qualities expected of the applicant are:

1.   Professional Educator's License (PEL) with approval for teaching Special Education at the elementary school level in the State of Illinois.
2.   Understanding of Special Education inclusive services in a progressive environment.
3.   Prefer a candidate with experience in behavioral management particularly with students on the autism spectrum.
4.   An undergraduate and/or a graduate degree in special education including training and experience with the inclusion model and RtI/MTSS.
5.   Experience in writing and implementing an IEP.
6.   Recent experience teaching in a elementary special education setting strongly preferred. 

7.   The ability to work cooperatively and communicate effectively with students, parents and colleagues.
 
Interested applicants should apply online.  Please include a letter of background and interest, resume, copies of certification, transcripts and references.

Salary and fringe benefits will be set in accordance with the Winnetka Professional Agreement and reviewed annually by the School Board.
 
 
 





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Openings as of 6/10/2026
Student Support Services

Elementary Special Education Teacher K-4

JobID: 1326

Position Type:
  Student Support Services/LBS1


Date Posted:
  5/21/2026


Location:
  Greeley School


Date Available:
  08/24/2026


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

The Winnetka Public Schools District 36 has an opening for a full-time Elementary Special Education Teacher K-4 at Greeley School for the 2026-2027 School Year.

Qualities expected of the applicant are:

1.   Professional Educator's License (PEL) with approval for teaching Special Education at the elementary school level in the State of Illinois.
2.   Understanding of Special Education inclusive services in a progressive environment.
3.   Prefer a candidate with experience in behavioral management particularly with students on the autism spectrum.
4.   An undergraduate and/or a graduate degree in special education including training and experience with the inclusion model and RtI/MTSS.
5.   Experience in writing and implementing an IEP.
6.   Recent experience teaching in a elementary special education setting strongly preferred. 

7.   The ability to work cooperatively and communicate effectively with students, parents and colleagues.
 
Interested applicants should apply online.  Please include a letter of background and interest, resume, copies of certification, transcripts and references.

Salary and fringe benefits will be set in accordance with the Winnetka Professional Agreement and reviewed annually by the School Board.
 
 
 





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Openings as of 6/10/2026
Student Support Services

5th/ 6th Grade Special Education Teacher (Anticipated)

JobID: 1332

Position Type:
  Student Support Services/LBS1


Date Posted:
  5/29/2026


Location:
  Skokie School


Date Available:
  08/24/2026


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

The Skokie School of The Winnetka Public Schools District 36 in Winnetka, Illinois has an opening for a full time 5th/6th Grade Special Education Teacher (Anticipated) for the 2026-2027 School Year.

Qualities expected of the applicants are:

1.   Professional Educator's License (PEL) with approval for teaching Special Education at the elementary/middle school level in the State of Illinois.
2.   Understanding of Special Education inclusive services in a progressive environment.
3.   Prefer a candidate with experience in behavioral management particularly with students on the autism spectrum.
4.   An undergraduate and/or a graduate degree in special education including training and experience with the inclusion model and RtI/MTSS.
5.   Experience in writing and implementing an IEP.
6.   Recent experience teaching in a elementary special education setting strongly preferred. 

7.   The ability to work cooperatively and communicate effectively with students, parents and colleagues.
 
TERMS OF EMPLOYMENT
Salary and fringe benefits will be determined by Winnetka Professional Agreement.
 
Interested applicants should apply online.  Please include a letter of background and interest, resume, copies of certification, transcripts and references.
 
 
 





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Openings as of 6/10/2026
Student Support Services

Early Childhood School Psychologist

JobID: 1312

Position Type:
  Student Support Services/Psychologist


Date Posted:
  4/16/2026


Location:
  District


Date Available:
  August 2026


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

The Winnetka Public Schools District 36 is seeking a part-time Early Childhood School Psychologist for the 2026-2027 School Year.
Job Title: Early Childhood School Psychologist
Position Guide: Certified
FTE: .60 FTE
Characteristics: 182-day school year
Location: Winnetka Public Schools District #36 – Neighborhood Preschools
Supervisor: Director of Student Services, Equity and Inclusion
EVALUATION: Evaluated annually by the Early Childhood Preschool Director
RESPONSIBILITIES/DUTIES
Essential Duties
The Early Childhood School Psychologist provides psychological services to preschool-aged children (ages 3–5) enrolled in community-based preschool programs and/or Winnetka Early Childhood classrooms. The psychologist plays a key role in early identification, evaluation, and support for children with suspected or identified disabilities, and collaborates with families, educators, and related service providers to promote healthy developmental, behavioral, and learning outcomes.
Primary Responsibilities
Assessment and Evaluation
• Conduct comprehensive psychoeducational evaluations in compliance with IDEA, Illinois School Code, and District 36 procedures.
• Participate in the District's Child Find and Early Childhood Screening processes, including conducting developmental screenings and reviewing results.
• Administer, score, and interpret assessment tools appropriate for young children across cognitive, adaptive, social-emotional, and pre-academic domains.
   
• Prepare written evaluation reports that synthesize data and provide clear, actionable recommendations.
• Serve as a member of the multidisciplinary IEP team to determine eligibility and develop goals and supports for students ages 3–5.
Consultation and Collaboration
• Collaborate with preschool teachers, related service providers, and social workers to support the development and implementation of IEPs.
• Provide consultation and coaching to early childhood staff regarding child development, behavioral strategies, and social-emotional supports.
• Partner with community preschool programs to promote inclusive practices and provide consultation for children exhibiting developmental or behavioral concerns.
• Engage families as collaborative partners, respecting cultural and linguistic diversity.
   
Prevention and Intervention
• Support implementation of evidence-based early childhood interventions targeting developmental, behavioral, and social-emotional needs.
• Participate in Problem Solving / MTSS processes for preschool-aged students.
• Provide short-term counseling or skill-building interventions for individuals or small groups as appropriate.
• Conduct Functional Behavior Assessments (FBA) and assist in the development of Behavior Intervention Plans (BIP) as needed.
Program Support and Development
• Contribute to the design and continuous improvement of the District's early childhood special education programs and transition processes (e.g., Early Intervention to preschool, preschool to kindergarten).
• Assist in development and implementation of early childhood screening, data collection, and progress monitoring systems.
• Participate in staff professional development related to child development, trauma-informed practices, and inclusive early learning environments.
• Support fidelity of social-emotional curricula and other early learning initiatives.
Skills/Competencies 
1. Ability to read, analyze, and interpret educational documents, reports, and assessment data.
2. Strong verbal and written communication skills, including the ability to communicate effectively with families, staff, and administrators.
3. Ability to collaborate with educators, related service providers, and families to implement developmentally appropriate interventions.
    
4. Ability to perform essential duties within district and special education policies and regulations.
    
5. Ability to adapt instruction and services to meet the diverse needs of students.
    
ADDITIONAL JOB FUNCTIONS:
Performs other duties as directed by the Director of Early Childhood, Assistant Superintendent of Student Services, Equity & Inclusion, and Director of Student Services, Equity & Inclusion
CERTIFICATES/LICENSES/ QUALIFICATIONS
Qualifications 
1. Valid Illinois Professional Educator License (PEL) endorsed as a School Psychologist.
    
2. Experience with early childhood assessment tools and familiarity with developmental milestones for ages 3–5.
    
3. Knowledge of IDEA Part B, Illinois Administrative Code Part 226, and best practices in early childhood special education.
    
4. Demonstrated skills in consultation, collaboration, and family engagement.
    
5. Strong interpersonal, communication, and organizational skills.
    
6. Experience in early childhood or preschool settings preferred.
    
7. Clearance of FBI Background check required; Successful completion of Faith's Law/EHR requirements.
    
8. TB test within 90 days of hire date; Physical Exam within the last year of hire date.
PHYSICAL REQUIREMENTS\
• Manual Dexterity: Work requires skilled and accurate physical operations, including manipulating instructional materials.
• Physical Effort: Work may require handling average-weight materials or equipment, including assisting students with mobility needs.
• Working Conditions: Travel among neighborhood preschools is required.
TERMS OF EMPLOYMENT
Salary and fringe benefits determined by the Winnetka Professional Agreement.





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Openings as of 6/10/2026
Student Support Services

School Psychologist

JobID: 1325

Position Type:
  Student Support Services/Psychologist


Date Posted:
  5/21/2026


Location:
  Greeley School


Date Available:
  08/24/2026


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Greeley Elementary School (K-4) of the Winnetka Public Schools District 36 is seeking a full-time School Psychologist for the 2026-2027 School Year.

 
JOB TITLE:  School Psychologist
LOCATION:  Greeley School
CHARACTERISTICS:  9-month contract (182 days)
REPORTS TO:  Principal or Assistant Superintendent for Department of Student Services, Equity and Inclusion 
SUPERVISES:  n/a
EVALUATION:  Evaluated annually by the Principal or Assistant Principal
OVERVIEW OF THE POSITION
The ideal candidate will be a collaborative professional with a passion for supporting the academic, social, emotional, and behavioral well-being of students and also have a solid understanding of the Multi-Tiered System of Supports (MtSS) process. In addition, the school psychologist will provide consultation and collaboration, conduct psycho-educational assessments, facilitate the multi-tiered system of support, and participate as a member of the special education team. The School Psychologist will work closely with administrators, teachers, parents, and other support staff to foster a positive learning environment and promote the success of all students.
RESPONSIBILITIES/DUTIES
1. Conduct comprehensive psychological evaluations to assess students' academic, emotional, and behavioral needs.
2. Administer and interpret standardized tests, observations, and other assessment tools to provide actionable insights into student learning and well-being.
3. Provide detailed evaluation reports to inform eligibility decisions for special education and services.
4. Actively participate in and support the Multi-Tiered System of Supports (MtSS) process, including collaborating with academic, behavioral, and intervention teams.
5. Coordinate with teachers, administrators, and support staff to develop and monitor interventions, ensuring fidelity and progress.
6. Support teams in tracking and analyzing student progress within the MtSS framework, offering feedback for ongoing refinement of intervention strategies.
7. Support crisis intervention efforts and collaborate with school staff in providing appropriate responses to urgent situations
8. Consult with teachers and staff to provide behavioral and academic intervention strategies that align with student needs.
9. Work with parents/guardians to develop strategies for supporting students' emotional, behavioral, and academic growth both at home and at school.
10. Serve as a resource for teachers and administrators in identifying effective strategies for managing diverse student needs, particularly in the context of the MtSS model.
11. Stay current on best practices in school psychology, behavioral intervention, and special education.
12. Provide professional development to staff on topics such as data-driven decision-making, intervention strategies, mental health awareness, and classroom management.
13. Contribute to the development of team protocols for effectively implementing the MtSS process.
EDUCATIONAL PREPARATION/ CERTIFICATES/ QUALIFICATIONS
1. Valid Illinois Professional Educator License (PEL) with endorsement in School Psychology. Must be eligible for or currently licensed as a School Psychologist in Illinois
2. Expertise in psychoeducational assessments and special education eligibility processes
3. Experience in school psychology, including assessment, counseling, and intervention, with a particular emphasis on working within a Multi-Tiered System of Supports (MtSS) framework. Prior experience with school-wide intervention models is highly desirable.
4. Strong communication skills, both written and verbal, with the ability to present complex information clearly and concisely to staff, parents, and administrators.
5. Ability to assess cognitive and behavioral skills and participate in the completion of Functional Behavioral Analyses (FBAs) and Behavior Intervention Plans (BIPs) as determined by domain reviews.
6. Understanding of crisis response and interventions for students in critical need.
7. Experience in public school psychology services, preferably in the K-8 school setting.
8. Ability to remain organized and manage multiple responsibilities in a fast-paced environment.
9. Ability to establish and maintain effective and positive relationships with students, staff, parents, and community members.
10. Strong communication, interpersonal, and organizational skills.
11. A high energy level and willingness to devote the time required of the position.
12. A commitment to continuous personal and professional growth.
13. Clearance of FBI Background check and EHR/Faith's Law required.
14. TB test within 90 days of hire date; Physical Exam within last year of hire date.
15. Valid First Aid/CPR Cards preferred.
PHYSICAL REQUIREMENTS
Moderate degree of physical stamina with occasional lifting of 10 to 15 pounds and occasional lifting up to 50 pounds required in the physical assistance of students with special needs.  Ability to move freely to various locations within the classroom, office and other business and community settings.  Frequent standing, walking, sitting, and bending.  Frequent repetitive activities including hands, arms, and legs for clerical related work.  Exposure to noise and activity of a school setting.  Exposure to outdoor weather conditions.
TERMS OF EMPLOYMENT
Salary and fringe benefits will be in accordance with the Winnetka Professional Agreement.





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Openings as of 6/10/2026
Student Support Services

School Nurse

JobID: 1294

Position Type:
  Student Support Services/School Nurse


Date Posted:
  2/25/2026


Location:
  Skokie School


Date Available:
  08/17/2026


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

The Skokie School (5th & 6th Grades) has an opening for a full-time School Nurse (Registered)for the 2026-2027 School Year.

Qualities expected of the applicant are:

1.    Be licensed as a Registered Professional Nurse as delineated by the Illinois Nursing Act of 1987.
2.    Have interpersonal skills to work professionally with children, parents, and staff.

Responsibilities:

A registered nurse will provide health care services to students consistent with the practice of nursing
established under the Illinois Nursing Act of 1987. The provision of these services will be under the
supervision of a certified school nurse.

Health services provided by the registered nurse shall include:

1.     Emergency care of first aid for students and staff for injuries or illness, with appropriate
        follow up.
2.     Maintaining information regarding students with health conditions and restrictions and sharing
        this information with appropriate school staff.
3.     Monitoring and maintaining student health records for compliance with state mandates. 
        Contact parents to ensure all children meet the health and immunization requirements.
4.     Maintaining emergency information on students.
5.     The registered nurse administers medication to students in accordance with board policy
        and under the supervision of a certified school nurse.
6.     Completing accident report forms.
7.     Completing health histories for case study evaluations.
8.     Monitoring specific health problems. Is willing to be trained to provide health management
        of students with specialized health needs.
9.    Monitoring attendance reports and follow up on student absences.
10.   Participating in Pupil Services Team meetings.
11.    Preparing all state and local reports related to health and welfare of students.
12.    Performing other assigned duties or assume responsibilities as assigned by the
        building principal or pupil services director.

All interested applicants should apply online and include a letter of interest and resume.
 
Salary and fringe benefits will be established by the Board of Education and commensurate with experience starting at $37.89/hour.





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Openings as of 6/10/2026
Student Support Services

Early Childhood Speech Language Pathologist

JobID: 1321

Position Type:
  Student Support Services/Speech and Language Pathologist


Date Posted:
  5/5/2026


Location:
  District


Date Available:
  August 2026


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

The Winnetka Public Schools District 36 has an opening for a full-time Early Childhood Speech Language Pathologist for the 2026-2027 school year.
 
JOB TITLE:  Early Childhood Speech/Language Psychologist
LOCATION:  School Site-Based or District
CHARACTERISTICS:  9-month contract (182 days)
REPORTS TO:  Principal or Assistant Superintendent for Department of Student Services, Equity and Inclusion 
SUPERVISES:  n/a
EVALUATION:  Evaluated annually by the Principal or Assistant Principal
OVERVIEW OF THE POSITION
Under the direct supervision of the building Principal, and in accordance with the established policies and procedures of the Winnetka Public Schools, the Speech Pathologist is responsible for providing supportive services for eligible students enrolled in regular or special education programs.  The Speech Pathologist will focus on student evaluation, provision of direct and indirect therapy services, and collaborative consultation with staff, parents, and administrators.
RESPONSIBILITIES/DUTIES
1. Facilitates teachers and parents in observing, describing and referring suspected speech and language impairments of students.
2. Provides comprehensive speech and language evaluation of students referred for suspected speech and language impairments through the IEP Evaluation Review process.
3. Serves as a member or coordinator of the Multidisciplinary Evaluation Team to provide and interpret the assessment of speech and language skills in determining appropriate placement in special education programs/services for eligible students.
4. Provides speech and language therapy services and periodic reporting of student progress, as determined by the Individualized Education Program team, to eligible students in regular or special education programs.
5. Coordinates with and provides consultative services to general education teachers, parents and other special education staff working with eligible students.
6. Provides information and in-service regarding speech and language development, impairments, programs and services for teachers and parents.
7. Coordinates with community agencies and resources regarding speech and hearing information that will support the family, child and school.
8. Participates in or develops an IEP for each eligible student on an annual basis.
9. Complete and maintain documentation of services provided in accordance with district policies and procedures.
ADDITIONAL JOB FUNCTIONS
Perform other duties as directed by the Superintendent, Assistant Superintendent, or Building Principal/Assistant Principal.
EDUCATIONAL PREPARATION/ CERTIFICATES/ QUALIFICATIONS
1.  A current Professional Educator's License (PEL) with a Speech/Language Pathologist endorsement.
2. Certificate of Clinical Competence required and Illinois Dept. of Professional Regulation License (IDPR) preferred.
3. Holds or is eligible for Illinois (Speech-Language Pathologist) Teaching License.
4. Knowledge of special education laws, rules, and regulations.
5. Knowledge of speech/language development and pathology necessary to identify communication disorders and to develop appropriate programs and services for speech and language impaired students.
6. Ability to work and effectively communicate with administrators, staff, agencies, medical providers, students, and their families.
7. Effective time management skills, self-directedness, and initiative when given a variety of responsibilities and assigned tasks.
8. Ability to make decisions and problem solve within a team of service providers.
9. Experience in working effectively with students, parents, and staff.
10. Ability to establish and maintain effective and positive relationships with students, staff, parents, and community members.
11. Strong communication, interpersonal, and organizational skills.
12. A high energy level and willingness to devote the time required of the position.
13. A commitment to continuous personal and professional growth.
14. Clearance of FBI Background check and EHR/Faith's Law required.
15. TB test within 90 days of hire date; Physical Exam within last year of hire date.
16. Valid First Aid/CPR Cards preferred.
PHYSICAL REQUIREMENTS
Moderate degree of physical stamina with occasional lifting of 10 to 15 pounds and occasional lifting up to 50 pounds required in the physical assistance of students with special needs.  Ability to move freely to various locations within the classroom, office and other business and community settings.  Frequent standing, walking, sitting, and bending.  Frequent repetitive activities including hands, arms, and legs for clerical related work.  Exposure to noise and activity of a school setting.  Exposure to outdoor weather conditions.
TERMS OF EMPLOYMENT
Salary and fringe benefits will be determined by the Winnetka Professional Agreement





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