Openings as of 6/9/2026
Position/Title: Curriculum Coordinator Responsible To: Director of Teaching & Learning Terms of Employment: 12 Months
Starting Salary: $80,000 The Curriculum Coordinator is responsible for providing instructional leadership across subject areas. Position objectives include studying, evaluating, and implementing research-based curriculum and instruction; providing leadership in the development, articulation, and implementation of an instructional program; improving the instructional program by assisting with program evaluation; and assisting in the coordination of relevant staff development. Responsibilities will include but are not limited to coordinating, supporting, organizing, and implementing PreK - 8th Grade curriculum, instruction, pacing guides and assessment alignment within the schools and providing leadership for district-wide initiatives and state law. Qualifications:
Knowledge, Skills, and Abilities:
Essential Duties:
Physical Demands and Working Conditions:
Reports to and evaluated by Principal.Primary FunctionThe Assistant Principal provides support for and assists the Principal in fulfilling the following responsibilities:
Minimum Qualifications: •Possess a Professional Educator License (PEL) with General Administrative or Principal Endorsement and the completion of the Teacher Evaluation Modules.•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral). Essential Duties:To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Job Requirements: Skills, Knowledge, Abilities and ResponsibilitiesThe qualifications listed are representative of the knowledge, skill, ability, physical demands and working conditions required for this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Evaluation:Performance of this job will be evaluated in accordance with provisions of 1) Public Act 94-1039 (ILCS 24A-15), 2) the Performance Evaluation Reform Act (PERA – 105 ILCS 5/24-25, and 3) the Board of Education's policy on evaluation of professional personnel.Mental Demands:
Working Conditions:
Salary to be established by the Board on an annual basis: $80,000-90,000 annual
12 month
Title: Director of Multilingual LearnersDepartment: Teaching and Learning Licensure: Illinois Professional Educator LicenseEndorsement: Illinois General Administrator's license required with PERA evaluation training approval Bilingual Endorsement ESL or similar endorsement (preferred)
Classification: Certified/ExemptReports To: SuperintendentEvaluation: To Be Completed by the SuperintendentSALARY RANGE: $110,000-$130,000 commensurate with experiencePrimary Function The Director of MLL is responsible for the district's Multilingual Learners Program, including ensuring that regulations are met and that MLL students are supported appropriately in their academic and language acquisition development.Minimum Qualifications
Performance ResponsibilitiesTo perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required:
REPRESENTATIVE DUTIES:
QUALIFICATIONS:
WORKING CONDITIONS:
The Athletic Director shall follow all School Board Policies.
Minimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal, educator will plan and provide for appropriate learning experiences for students.Salary Range can be found in our Collective Bargaining Agreement - LINK Essential Job Skills:Staff member will effectively perform the following duties in a timely manner:•Supervises students in a variety of school related settings.•Monitors and evaluate student outcomes.•Develops, selects and modifies instructional plans and materials to meet the needs of all students.•Monitors appropriate use and care of equipment, materials and facilities.•Plans, organizes and provides instruction based on Common Core State Standards.•Administers informal and formal assessments•Incorporates district initiatives within instruction (adopted programs/policies).•Evaluates and assesses student progress against instructional objectives.•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.•Demonstrates knowledge of educational research, trends, and best practices.•Provides written feedback to students.•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.•Manages classroom organization Other Duties:
Teaching Framework Responsibilities:Adapted from the Framework for Teaching. Charlotte Danielson.
Mental Demands:
Location(s):Elmwood Elementary - 3rd to 5th GradeMinimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal, educator will plan and provide for appropriate learning experiences for students. Essential Job Skills:Staff member will effectively perform the following duties in a timely manner:•Supervises students in a variety of school related settings.•Monitors and evaluate student outcomes.•Develops, selects and modifies instructional plans and materials to meet the needs of all students.•Monitors appropriate use and care of equipment, materials and facilities.•Plans, organizes and provides instruction based on Common Core State Standards.•Administers informal and formal assessments•Incorporates district initiatives within instruction (adopted programs/policies).•Evaluates and assesses student progress against instructional objectives.•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.•Demonstrates knowledge of educational research, trends, and best practices.•Provides written feedback to students.•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.•Manages classroom organization Other Duties:
Salary and benefits aligned with ZEA Collective Bargaining Agreement located at: https://www.zion6.org/
Minimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Subject/Grade Level Teacher will plan and provide for appropriate learning experiences for students. Essential Job Skills:Staff member will effectively perform the following duties in a timely manner:•Supervises students in a variety of school related settings.•Monitors and evaluate student outcomes.•Develops, selects and modifies instructional plans and materials to meet the needs of all students.•Monitors appropriate use and care of equipment, materials and facilities.•Plans, organizes and provides instruction based on Common Core State Standards.•Administers informal and formal assessments•Incorporates district initiatives within instruction (adopted programs/policies).•Evaluates and assesses student progress against instructional objectives.•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.•Demonstrates knowledge of educational research, trends, and best practices.•Provides written feedback to students.•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.•Manages classroom organizationOther Duties:
Position/Title: Technology Teacher
Responsible To: Building Principal/Building Administration
Classification: Exempt
Minimum Qualifications: Valid Illinois Certification with Technology Endorsement and/or Approval
JOB GOAL: To provide an integrated technology program within a classroom environment favorable to learning and personal growth; to establish effective rapport with students' teachers; to motivate students to develop skills, attitudes and knowledge needed to successfully transition to the High School upon promotion from 8th grade; to maintain good relationship with parents and the community as a whole. To perform this job successfully an individual must be able to execute each requirement satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability needed for the position.
ESSENTIAL FUNCTIONS:
1. Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.
2. Administers developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
3. Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student's achievements; developing methods for improvement and/or reinforcing classroom goals.
4. Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.
5. Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
6. Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program addressing individual student requirements.
7. Directs student teachers, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
8. Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study.
9. Maintains the classroom and lab areas for the purpose of meeting state, local and industry standards as required.
10. Manages student behavior for the purpose of providing a safe and optimal learning environment.
11. Models conversation, manners, clean-up activities, listening skills, etc. for the purpose of demonstrating appropriate industry, social and interpersonal behavior.
12. Monitors students in a variety of educational environments (e.g. classroom, field trips, conferences, etc.) for the purpose of providing a safe and positive learning environment.
13. Organizes age-appropriate activities for the purpose of ensuring student participation in learning activities.
14. Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
15. Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements
16. Provide whole class and small group instruction for the purpose of presenting the grade and/or content appropriate curriculum, in alignment with the Illinois Performance Standards.
17. Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to School Code and school policies.
18. Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
19. Responds to questions from a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction.
OTHER FUNCTIONS:
1. Daily attendance and punctuality are required for the purpose of ensuring the goals of the work unit can be met.
2. Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
JOB REQUIREMENTS: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies.
ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and ability to provide instruction and supervision to groups of 12-45 students.
Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; providing information and/or advising others; and operating within a defined budget. Utilization of some resources from other work units may be required to perform the job's functions. There is some opportunity to significantly impact the Organization's services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling; some climbing and balancing; some stopping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking and 40% standing. This job is performed in a generally clean and healthy environment.
Job Title: Dual Language TeacherDepartment: Teaching and LearningReports To: Building Principal Area: ELL/Bilingual DepartmentClassification: Exempt Terms: 9 month Position Salary Range can be found in our Collective Bargaining Agreement - LINK Job Description: Under the immediate direction of the Building Principal, the Dual Language Teacher is responsible for the academic, social and psychological growth of students in the classroom and collaborates with school personnel, parents and community agencies to provide quality instructional programs. The Dual Language Teacher performs other duties directly related to this position description.
Job Summary: We are seeking a Spanish/English Dual Language Teacher for Zion Elementary School District 6 who has a passion for instruction and facilitation of student learning using current best practices and strategies in dual language classrooms. The ideal candidate demonstrates a commitment to the goals of the dual language program and research behind the program's effectiveness.
Reports to: Building Principal
Terms: 9 Months
Primary Responsibilities:
Other Duties:
Qualifications:
Work Environment
Location(s):Lakeview Elementary - PreK-Grade 2Minimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal, educator will plan and provide for appropriate learning experiences for students. Essential Job Skills:Staff member will effectively perform the following duties in a timely manner:•Supervises students in a variety of school related settings.•Monitors and evaluate student outcomes.•Develops, selects and modifies instructional plans and materials to meet the needs of all students.•Monitors appropriate use and care of equipment, materials and facilities.•Plans, organizes and provides instruction based on Common Core State Standards.•Administers informal and formal assessments•Incorporates district initiatives within instruction (adopted programs/policies).•Evaluates and assesses student progress against instructional objectives.•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.•Demonstrates knowledge of educational research, trends, and best practices.•Provides written feedback to students.•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.•Manages classroom organization Other Duties:
Location(s):Beulah Park Elementary - PreK-Grade 2Minimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal, educator will plan and provide for appropriate learning experiences for students. Essential Job Skills:Staff member will effectively perform the following duties in a timely manner:•Supervises students in a variety of school related settings.•Monitors and evaluate student outcomes.•Develops, selects and modifies instructional plans and materials to meet the needs of all students.•Monitors appropriate use and care of equipment, materials and facilities.•Plans, organizes and provides instruction based on Common Core State Standards.•Administers informal and formal assessments•Incorporates district initiatives within instruction (adopted programs/policies).•Evaluates and assesses student progress against instructional objectives.•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.•Demonstrates knowledge of educational research, trends, and best practices.•Provides written feedback to students.•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.•Manages classroom organization Other Duties:
Location(s):Beulah Elementary - PreK-Grade 2Minimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal, educator will plan and provide for appropriate learning experiences for students. Essential Job Skills:Staff member will effectively perform the following duties in a timely manner:•Supervises students in a variety of school related settings.•Monitors and evaluate student outcomes.•Develops, selects and modifies instructional plans and materials to meet the needs of all students.•Monitors appropriate use and care of equipment, materials and facilities.•Plans, organizes and provides instruction based on Common Core State Standards.•Administers informal and formal assessments•Incorporates district initiatives within instruction (adopted programs/policies).•Evaluates and assesses student progress against instructional objectives.•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.•Demonstrates knowledge of educational research, trends, and best practices.•Provides written feedback to students.•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.•Manages classroom organization Other Duties:
Position/Title: Multilingual Resource Teacher Responsible To: Building Principal Program DirectorClassification: CertifiedWork Year: 180 DaysSalary Range can be found in our Collective Bargaining Agreement - LINK Minimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License (PEL) with appropriate endorsement(s) or Educator License with Stipulations (ELS).•Understanding and experience with curriculum design, planning, and instruction.•Spanish fluency preferred•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Subject/Grade Level Educator will plan and provide for appropriate learning experiences for students. BASIC FUNCTION: Provide instruction to individuals or small groups of limited or non-English speaking students in a classroom, pull-out, supervised or other learning environment at an assigned school site. REPRESENTATIVE DUTIES: Provide instruction of the core subjects in the students' native language Set up and manage the teaching-learning process in an effective bilingual/bicultural environment. Obtain and demonstrate knowledge of the general education curriculum, including grade-level expectations and State standards. Consult and/or collaborate with general education teachers in the areas of assessment, curriculum adaptations, behavior management, and monitoring student progress. Prepare and submit program information and reports as requested. Adhere to building and district policies and procedures. Establish developmentally appropriate instructional and behavioral expectations for students and for self, and communicate those to students and their families. Create lessons and learning environments that are safe, respectful, and interesting, as well as multicultural/gender and ability fair/developmentally appropriate. Select, adapt and individualize materials appropriate for diverse student populations and skill levels. Collaborate and communicate regularly with families. Use family and community resources to support learning. Assess students' developmental, cognitive, and social needs and provide developmentally appropriate instruction to meet those needs. Regularly assess student learning by using multiple forms of assessment. Facilitate positive interactions between student and teacher, student and peers, and student and other adults. Model learning and behavior consistent with the expectations established for students. Always keep the students' needs and rights first and foremost in any educational decision-making. Perform related duties as assigned. EDUCATION AND EXPERIENCE: Required: State of Illinois Teacher Certification (including Type 03 or 09) with Bilingual Endorsement, Bilingual Approval, ESL, and/or Type 29 Certification. LICENSES AND OTHER REQUIREMENTS: Valid Illinois driver's license. KNOWLEDGE AND ABILITIES: Knowledge of:
Ability to:
WORKING CONDITIONS: Environment: School sites; indoor and outdoor settings. Physical Abilities: Standing for extended periods of time; bending at the waist to assist students; reaching overhead, above the shoulders, and horizontally; hearing and speaking to exchange information; seeing to monitor student activities and behavior; dexterity of hands and fingers to demonstrate activities and prepare materials. This job description in no manner states or implies that these are the only duties and responsibilities to be performed by the position incumbent. The incumbent will be required to follow the instructions and perform the duties required by the incumbent's supervisor, appointing authority, or designee. In accordance with the Americans with Disabilities Act, it is possible that requirements may be modified to reasonably accommodate disabled individuals. However, no accommodations will be made that may pose serious health or safety risks to the employee or others or that impose undue hardships on the District. Job descriptions are not intended as and do not create employment contracts. The District maintains its status as an at-will employer. Employees can be terminated for any reason not prohibited by law. _________________________ ______________________Superintendent or Designee Date My signature below signifies that I have reviewed the contents of my Job Description and that I am aware of the requirements of my position. __________________________ ___________________________Signature Date
Salary and benefits aligned with ZEA Collective Bargaining Agreement located at: www.zion6.org/
Minimum Qualifications:
•Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).
•Understanding and experience with curriculum design, planning and instruction.
•Strong communication skills (written and oral).
Job Summary:
Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Subject/Grade Level Teacher will plan and provide for appropriate learning experiences for students.
Essential Job Skills:
Staff member will effectively perform the following duties in a timely manner:
•Supervises students in a variety of school related settings.
•Monitors and evaluate student outcomes.
•Develops, selects and modifies instructional plans and materials to meet the needs of all students.
•Monitors appropriate use and care of equipment, materials and facilities.
•Plans, organizes and provides instruction based on Common Core State Standards.
•Administers informal and formal assessments
•Incorporates district initiatives within instruction (adopted programs/policies).
•Evaluates and assesses student progress against instructional objectives.
•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
•Demonstrates knowledge of educational research, trends, and best practices.
•Provides written feedback to students.
•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.
•Manages classroom organization
Communicates and interacts with students, parents, staff and community.
Works cooperatively with the administration and staff to schedule meetings.
Demonstrates knowledge of educational research, trends, and best practices.
Participates in district-wide and building committees related to educational and employment matters.
Performs other duties as assigned.
Teaching Framework Responsibilities:
Adapted from the Framework for Teaching. Charlotte Danielson
The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
The teacher's interactions with his/her students are friendly and demonstrate general caring and respect.
The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The teacher ensures that students follow established classroom routines.
The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
The teacher's reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
The teacher supervises students or assists with supervision in both teaching and not teaching situations.
Other duties as assigned.
• Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community.
• Ability to instruct students effectively and capably.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.
Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
Regular and consistent work attendance.
Minimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal, educator will plan and provide for appropriate learning experiences for students. Essential Job Skills:Staff member will effectively perform the following duties in a timely manner:•Supervises students in a variety of school related settings.•Monitors and evaluate student outcomes.•Develops, selects and modifies instructional plans and materials to meet the needs of all students.•Monitors appropriate use and care of equipment, materials and facilities.•Plans, organizes and provides instruction based on Common Core State Standards.•Administers informal and formal assessments•Incorporates district initiatives within instruction (adopted programs/policies).•Evaluates and assesses student progress against instructional objectives.•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.•Demonstrates knowledge of educational research, trends, and best practices.•Provides written feedback to students.•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.•Manages classroom organization Other Duties:
TITLE: Bilingual Pre-Kindergarten TeacherREPORTS TO: PRINCIPAL
Salary Range can be found in our Collective Bargaining Agreement - LINK
BASIC FUNCTION:
Provides curriculum in a meaningful manner; plans and delivers instruction; maintains/supports a classroom environment that is conducive to learning; assesses and documents progress of students; interacts with administrators, staff, parents and students; maintains professional competency.
Provide learning experiences in subject matter suited to the needs of pupils.
Develop and use appropriate instructional materials.
Provide individual and small group instruction designed to meet individual
needs.
Provide appropriate physical and psychological environment.
Evaluate progress of pupils and keep appropriate records.
Coordinate services to meet the health, nutrition, and safety needs of the child and the child's family.
Work cooperatively with community agencies to recruit eligible students.
Plan and coordinate the work of aides, assistants, parents, and volunteers in the classroom and on field trips.
Develop activities and services for parents which promote parent participation, cooperation, and education, including home visits, parent conferences, and parent meetings.
Communicate regularly with parents by means of parent meetings, home visits, and individual parent conferences; interpret school program to parents.
Perform related duties as assigned.
EDUCATION AND EXPERIENCE:
Required: Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).
LICENSES AND OTHER REQUIREMENTS: Valid Illinois driver's license.
KNOWLEDGE AND ABILITIES:
Knowledge of:
•Current trends and research in Early Childhood Education.
•Physical, intellectual, social, and emotional growth patterns in students.
•Academic testing practices, procedures and methods.
•Safe practices in classroom and playground activities.
•Correct English usage, grammar, spelling, punctuation and vocabulary.
•Reading and writing communication skills.
•Interpersonal skills using tact, patience and courtesy.
•Record-keeping techniques.
•Cultural differences in student population.
•Supervise paraprofessional.
•Ability to relate to the needs of pupils and parents of different ethnic, educational, and socioeconomic backgrounds.
•Communicate effectively with persons of limited English speaking ability.
•Analyze situations accurately and adopt an effective course of action.
•Understand and follow oral and written directions.
•Communicate effectively with children and adults.
•Establish and maintain cooperative and effective working relationships.
•Communicate effectively both orally and in writing.
•Monitor and discipline students according to approved policies and procedures.
•Operate instruction and office equipment.
•Relate sensitively to a diverse student population.
Environment: School sites; indoor and outdoor settings.
Physical Abilities: Standing for extended periods of time; bending at the waist to assist students; reaching overhead, above the shoulders and horizontally; hearing and speaking to exchange information; seeing to monitor student activities and behavior; dexterity of hands and fingers to demonstrate activities and prepare materials.
Hazards: Contact (at times) with disgruntled individuals.
Job Title: Library Media Specialist/Technology TeacherLocation: Building BasedReports To: Building Principal Salary range and benefits can be found in our Collective Bargaining Agreement - LINK Job Description:The Library Media Specialist in Zion ESD 6 works as teachers, instructional leaders, instructional partners and program coordinators who manage the daily functions of the Library Media Center ("learning commons" or "learning workshop"). They work with stakeholders to accomplish goals that include: 1) ensuring that all students and staff have opportunities to become effective creators, users, and curators of ideas and information 2) collaborating to design and implement information literacy and digital literacy instruction 3) working as part of the library team to develop a creative vision for the learning commons whose goals integrate with the school and district goals and 4) establish the learning commons as a central space for learning, making, critical thinking and collaboration. Qualifications
Primary Responsibilities: The criterion indicated below are on the ISTE standards, and are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them from being required if the work is similar, related, or a logical task of the position. Facilitator
Designer
Collaborator
Leader
Learner
Analyst
Citizen
Physical Demands And Work Environment The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee will frequently sit, stand, and walk. The employee is occasionally required to stoop, kneel, reach forward and above the head. The employee will occasionally lift and/or move up to 50 pounds such as boxes of books. Specific vision abilities required by this job include close vision. The employee regularly interacts with students, staff and parents in addition to meeting multiple demands and deadlines from several people. The noise level in the work environment ranges from quiet to moderately loud and work is usually performed indoors. The statements in this job description are intended to describe the general nature and level of the work to be performed by (an) individual(s) assigned to this position. They are not an exhaustive list of all duties and responsibilities related to the position. This job description will be reviewed periodically as duties and responsibilities change with business necessity and School Board Policy and procedures. Essential and marginal job functions are subject to modification. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.
POSITION TITLE: Instructional Interventionist QUALIFICATIONS:At least three years of successful teaching experience in literacy and mathematicsKnowledge of research findings in MTSS, which includes Responsiveness to Instruction (RtI) and Positive Behavior Support (PBIS)Knowledge and expertise in the assessment of literacy and math.Ability to communicate effectively with students, adults, and administrationThe desire to work hard and passionately seek success for all studentsAbility to translate good ideas into actionAbility to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively. REPORTS TO: Building principalDUTIES AND RESPONSIBILITIES:
MONTHS OF EMPLOYMENT: 180 days Salary range and benefits can be found in our Collective Bargaining Agreement - LINK
Job Title: Math Instructional CoachDepartment: Teaching and Learning DepartmentReports To: Teaching and Learning DepartmentClassification: Certified/SalariedTerms: 180 school days and District-wide traveling between schools and is not school-based.The Instructional Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and their understanding of instructional practices as related to the Common Core and Data Driven Instruction. An instructional coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team with members of the Teaching & Learning Department. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership.The Elementary Instructional Coach will work as a colleague with classroom teachers to support student learning in all content areas. The Instructional Coach will focus on individual and group professional development that will expand and refine the understanding of research-based effective instruction. In order to fulfill these expectations, the Instructional Coach will provide personalized support that is based on the goals and identified needs of individual teachers in support of the school improvement action plan.Primary Responsibilities: The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.
General:
Work Environment:The employee shall possess personal computing skills with the following types of software including web browsers, word processing, spreadsheet, and databases and student database systems. The employee shall use board approved resources, classroom textbooks, teacher manuals, technology, and assistive technology. While performing the duties of this job, the employee works in a classroom setting with children, occasionally works in outdoor weather conditions, and is subject to noises associated with an educational environment. While performing the duties of this job, the employee is regularly required to stand, walk, talk or hear, and taste or smell. The employee frequently is required to use hands to handle or feel instructional materials and classroom tools. The employee is occasionally required to sit; climb or balance, and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignment without direct supervision. After-hour work may be required. Must be able to work under stressful conditions.Salary and benefits aligned with ZEA Collective Bargaining Agreement located at: https://www.zion6.org/
Job Title: Literacy Instructional Coach
Department: Teaching and Learning Department
Reports To: Teaching & Learning Department
Terms: 180 school days
Job Description: The Instructional Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and their understanding of instructional practices as related to the Common Core and Data Driven Instruction. An instructional coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team with members of the Teaching & Learning Department. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership. This is NOT a supervisory position and DOES NOT include evaluation of colleagues.
Job Summary: The Elementary Instructional Coach will work as a colleague with classroom teachers to support student learning in all content areas. The Instructional Coach will focus on individual and group professional development that will expand and refine the understanding of research-based effective instruction. In order to fulfill these expectations, the Instructional Coach will provide personalized support that is based on the goals and identified needs of individual teachers in support of the school improvement action plan.
Primary Responsibilities: The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.
Work Environment:
The employee shall possess personal computing skills with the following types of software including web browsers, word processing, spreadsheet, and databases and student database systems. The employee shall use board approved resources, classroom textbooks, teacher manuals, technology, and assistive technology. While performing the duties of this job, the employee works in a classroom setting with children, occasionally works in outdoor weather conditions, and is subject to noises associated with an educational environment. While performing the duties of this job, the employee is regularly required to stand, walk, talk or hear, and taste or smell. The employee frequently is required to use hands to handle or feel instructional materials and classroom tools. The employee is occasionally required to sit; climb or balance, and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignment without direct supervision. After-hour work may be required. Must be able to work under stressful conditions.
Employment Standards:
Dexterity and physical condition to maintain a rigorous work schedule and meet standards of
physical and mental health. To perform this job successfully, an individual must be able to
perform each essential duty satisfactorily. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the position. Individuals must maintain a professional attitude and appearance. Regular and consistent work attendance.
Position Type: Classroom Systems Coach Grades K-8Location: All SchoolReports To: Teaching and Learning DepartmentClassification: CertifiedTerms: 180 school daysSalary and benefits aligned with ZEA Collective Bargaining Agreement located at: https://www.zion6.org/
Job Description
The Classroom Systems Coach is a critical lever in improving student achievement by supporting staff in developing a classroom environment that is conducive to student learning. The role of the coach is to build teacher capacity and their understanding of instructional practices as related to the district initiatives, programs, and curriculum as well as Common Core and Data-Driven Instruction. A Classroom Systems Instructional Coach is a learner who models continuous improvement, and lifelong learning and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team with members of the Teaching & Learning Department. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration, and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership. This is NOT a supervisory position and DOES NOT include evaluation of colleagues.
Classroom Supporter (Partner)
Instructional Specialist
Data Coach
Learning Facilitator
General
Work EnvironmentThe employee must possess basic computer skills, including the use of web browsers, word processing, spreadsheets, and student database systems. The employee utilizes Board-approved instructional resources, technology, and assistive technology. Duties are performed primarily in a classroom setting with students and may include occasional outdoor work and exposure to typical school-related noise levels.
This position requires regular standing, walking, speaking, hearing, and use of hands for instructional materials and classroom tools. Occasional sitting, climbing, balancing, stooping, kneeling, crouching, crawling, and lifting or moving up to 30 pounds may be required. Employees must be able to work in varying noise, temperature, and air quality conditions, manage routine interruptions, and demonstrate flexibility, patience, self-motivation, and the ability to work independently under potentially stressful conditions. Occasional after-hours work may be required.
General Job Description:
The primary responsibility of the substitute nurse shall be to provide health care for a specific student, including dispensing required medications.
ESY School Speech Language Pathologist Summer School Pay: $35 per hour
Evaluate, diagnose, and implement Speech/Language services for wide range disability students of various ages.
Determine and use professionally sound procedures for identification, diagnosis, referral, and reevaluation.
Assure adherence to state and district eligibility criteria.
Serve as a member of the IEP Team completing IEP goals in the area of speech and language for students who qualify for services.
Conduct single disciplinary speech evaluations and re-evaluations in accordance with legal and district requirements.
Develop IEP's for eligible students with the parent/guardian, Local Education Authority (LEA), and when appropriate, the special education teacher.
Provide speech and/or language therapy to students as stipulated by their Individual Education Plan.
Utilize planning time to perform additional professional responsibilities including parent conferences, IEP team meetings, classroom observation of students, and consultations with classroom teachers and other professional support personnel.
Remain cognizant of and comply with district, state, and federal laws which govern delivery of special education services.
Serve as case manager for students whose primary related Special Education service is speech and language.
Maintain student progress notes in student records.
Re-evaluate students' individual speech and language needs on a regular basis.
Collaborate with school staff to coordinate services to students.
Develop, organize, and participate in in-service training programs; develop and maintain current resource information.
Participate on Student Support Committee and 504 meetings and implementations when appropriate.
Serve as a resource for staff on issues related to speech and language therapy.
Communicate and refer to outside agencies, hospitals, or clinics when appropriate.
Participate in district Child Find activities.
Any combination equivalent to: Master's degree from an accredited college or university; successful experience in planning and providing occupational therapy services to children in medical or educational settings.
LICENSES AND OTHER REQUIREMENTS: Master's degree with Illinois certification in Speech/Language Pathology; valid driver's license for use in the state of Illinois.
•State and federal laws, regulations and codes applicable to speech and language.
•Fundamental principles and accepted trends in the field of speech and language therapy.
•Demonstrated knowledge of legal requirements that apply to identification, placement, and delivery of services.
•Testing practices, procedures, and methods.
•IEP preparation and implementation methods and procedures.
•Record keeping techniques.
•Oral and written communication skills.
•Establish and manage a school program for students with communication disabilities.
•Use a variety of current methods, techniques and practices in speech and language therapy.
•Compose and comprehend written communication.
•Communicate effectively with students, parents and district personnel, both orally and in writing and through email.
•Properly use and care for materials, supplies, and equipment employed in performing services as a speech and language therapist.
•Develop, write and implement comprehensive Individual Education Plans (IEP) for special education students.
•Utilize various testing techniques, materials, equipment and instruments.
•Work effectively with a diverse population of students.
•Travel to other sites and locations.
Environment: School site environment (including classroom during observations); driving vehicle to conduct work.
Physical Abilities: Hearing and speaking to exchange information and make presentations; able to carry needed materials.
General Responsibilities: Performs routine to moderately complex surface preparation, lawn care, painting, and finishing tasks, applying a variety of methods, media, and techniques to both interior and exterior surfaces. Moving furniture and cabinets. Performs landscape work.
Compensation: $15.00 per hour
Primary Duties and Responsibilities:
Knowledge, Skills and Abilities Required:
Conditions of Employment:
Summer Dress Code PolicyZion Elementary School District 6 has a traditional business attire dress code. However, during the summer months, the District has established a summer dress code that Summer Maintenance Helpers are required to maintain.The following list is a guideline of appropriate and inappropriate attire under the summer dress policy.Appropriate summer dress:
Inappropriate summer dress:
All employees are expected to comply with this dress code in a manner consistent with their gender identity and expression. Employees who report to work inappropriately attired will be asked to clock out and leave work to change clothes.Any questions regarding appropriate summer dress should be directed to Human Resources.Working Conditions and Physical Effort:
Salary Range can be found in our Collective Bargaining Agreement - LINK Reports To: Building Principal/Building AdministrationBuilding: Zion Central Middle SchoolMinimum Qualifications: Valid Certification with Health and PE EndorsementsPurpose Statement: The job of Middle School Health Teacher is done for the purpose/s of facilitating student success in academic and interpersonal skills through implementing state and district approved curriculum; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of students', providing a safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, expectations, goals, etc. Ensuring acknowledgement and adherence to codes of professional conduct and ethics. ESSENTIAL FUNCTIONS:
JOB REQUIREMENTS: Minimum QualificationsSkills, Knowledge and Abilities SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records. KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies. ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience.
Position/Title: ML Resource Teacher Responsible To: Building Principal Program DirectorClassification: CertifiedWork Year: 180 DaysSalary Range can be found in our Collective Bargaining Agreement - LINK Minimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License (PEL) with appropriate endorsement(s) or Educator License with Stipulations (ELS).•Understanding and experience with curriculum design, planning and instruction.•Spanish fluency prefered•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Subject/Grade Level Educator will plan and provide for appropriate learning experiences for students. BASIC FUNCTION: Provide instruction to individuals or small groups of limited or non-English speaking students in a classroom, pull-out, supervised or other learning environment at an assigned school site. REPRESENTATIVE DUTIES: Provide instruction of the core subjects in the students' native language Set up and manage the teaching-learning process in an effective bilingual/bicultural environment. Obtain and demonstrate knowledge of general education curriculum, including grade level expectations and State standards. Consult and/or collaborate with general education teachers in the areas of assessment, curriculum adaptations, behavior management, and monitoring student progress. Prepare and submit program information and reports as requested. Adhere to building and district policies and procedures. Establish developmentally appropriate instructional and behavioral expectations for students and for self and communicate those to students and their families. Create lessons and learning environments that are safe, respectful, and interesting as well as multicultural/gender and ability fair/developmentally appropriate. Select, adapt and individualize materials appropriate for diverse student populations and skill levels. Collaborate and communicate regularly with families. Use family and community resources to support learning. Assess students' developmental, cognitive, and social needs and provide developmentally appropriate instruction to meet those needs. Regularly assess student learning by using multiple forms of assessment. Facilitate positive interactions between student and teacher, student and peers, and student and other adults. Model learning and behavior consistent with the expectations established for students. Always keep the students' needs and rights first and foremost in any educational decision-making. Perform related duties as assigned. EDUCATION AND EXPERIENCE: Required: State of Illinois Teacher Certification (including Type 03 or 09) with ESL Endorsement or Bilingual Approval or Type 29 Certification. LICENSES AND OTHER REQUIREMENTS: Valid Illinois driver's license. KNOWLEDGE AND ABILITIES: Knowledge of:
WORKING CONDITIONS: Environment: School sites; indoor and outdoor settings. Physical Abilities: Standing for extended periods of time; bending at the waist to assist students; reaching overhead, above the shoulders and horizontally; hearing and speaking to exchange information; seeing to monitor student activities and behavior; dexterity of hands and fingers to demonstrate activities and prepare materials.
Position/Title: Technology TeacherResponsible To: Building Principal/Building Administration/T&L DepartmentMinimum Qualifications: Valid Illinois Certification with Technology Specialist Endorsement and/or ApprovalLocation: Zion Central Middle School
Salary range and benefits can be found in our Collective Bargaining Agreement - LINK
BASIC FUNCTIONTo assure the smooth and efficient operation of the school office so that the office's maximum positive impact on the education of children can be realized.
REPRESENTATIVE DUTIES1. Greet visitors, maintain sign-in log and distribute visitors' badges.2. Take incoming telephone messages, route and follow through.3. Distribute mail.4. Maintain accurate attendance records including attendance card files.5. Maintain current class list.6. Care of ill or injured pupils, providing minor assistance and calling nurse or parents as the occasion demands.7. Collect teacher lesson plans as directed by the principal.8. Make schedules and continually update student schedules as directed by the principal.9. Register new pupils, making teacher registration, principal registration card, cumulative folder, health card, attendance card, request records from prior school, obtain emergency information from home and collect required transfer form.10. Transfer students, informing teacher, determining attendance, issue school fee refund request, obtain report card from teacher, send records to new school and cumulative card to the superintendent's office.11. Prepare student insurance claim forms and prepare and file accident reports on all student accidents.12 Keep teacher and personnel attendance records, completing absence, substitute teacher forms, and internal substitute forms.13. Responsible for stock of supplies and for ordering new supplies, checking in receipts of supplies, storing and distributing.14. Bookkeeping for the Activity Fund.15. PowerSchool duties:
16. Keep records of long distance telephone calls, reconcile and collect for personal phone calls.17. Assist in arranging conferences between parents and teachers or principal.18. Maintain all files up-to-date.19. Keep current inventory records on textbooks.20. Assist in arranging field trips.21. Assist in public relations activities.22. Deliver messages to parents and teachers and follow-up on referral request.23. Type and duplicate or e-mail notices as directed by the principal.24. Assist in registration.25. Assist building staff in other clerical duties as may be assigned.Qualifications: • High School Diploma or equivalent.• Bilingual/Spanish fluency preferred.• Proficient use of computer software applications, including spreadsheet, database and word processing programs required• Ability to key or type at least 45 words per minute.• Knowledge of office machines.• Filing and bookkeeping skills.• Ability to establish good public, personnel and student relationsWORKING CONDITIONS:Environment: School office environment; constant interruptionsPhysical Abilities: Sitting for extended periods of time; dexterity of hands and fingers to operate a computer keyboard; reaching overhead, above shoulders and horizontally, bending at the waist and kneeling or crouching to retrieve files from cabinets and shelves; hearing and speaking to exchange information in person or by telephone; seeing to read various documents related to assigned activities; lifting light objects.Other:The employee shall follow all School Board Policies.
Reports to: Human Resources DirectorArea: Human Resources Classification: Hourly, 12 months, 8 hours per day Job Summary:Assist with the day-to-day operations of the Zion ESD6 employee records. The Human Resources Assistant will handle the daily clerical duties of the HR department. They will also support the HR team with onboarding new and returning staff, and provide support to all employees.Essential Job Skills:
Terms of Employment
Job Title: School Counselor
Department: Special Education
Licensure: Professional Educator License (PEL) with School Support Personnel Endorsement
Evaluated by: Building Principal
Classification: Certified
Salary Range can be found in our Collective Bargaining Agreement - LINK and MOU
BASIC FUNCTION:Consistent with the recommendations of the American School Counselor Association (ASCA) National Model and the social-emotional learning priorities established by the Illinois State Board of Education, Zion District 6 recognizes the growing need for proactive social-emotional and behavioral supports at the upper elementary and middle school levels. Placing dedicated counselors within our 5–6 and 7–8 buildings would provide students with increased access to restorative conversations, conflict resolution, emotional regulation support, peer relationship development, and short-term social-emotional interventions. These supports align with Illinois SEL Standards focused on self-awareness, self-management, relationship skills, and responsible decision-making, while also supporting ASCA's framework of improving student academic achievement, attendance, behavior, and overall school connectedness. By embedding counseling supports directly within these grade spans, the district can respond more proactively to student needs, strengthen school climate and culture, and provide developmentally appropriate interventions during critical transition years for students.
REPRESENTATIVE DUTIES:Provide social-emotional support to students in grades 5–8
OTHER REQUIREMENTS: Valid driver's license.PHYSICAL DEMANDS
While performing the duties of this job, the employee is regularly required to stand, walk, talk or hear, and taste or smell. The employee is occasionally required to sit; climb or balance; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
WORK ENVIRONMENT
The employee shall possess personal computing skills with the following types of software including web browsers, word processing, spreadsheet, and databases and student database systems. While performing the duties of this job, the employee works in a school setting with children, occasionally works in outdoor weather conditions, and is subject to noises associated with an educational environment.
The mental demands, physical demands, and work environment characteristics are representative of those an employee encounters while performing the essential functions of this job.
Salary Range can be found in our Collective Bargaining Agreement - LINK BASIC FUNCTION: Under the direction of the Principal and Assistant Superintendent of Special Services, perform a variety of social service case management functions involved in identifying, assessing, and counseling students and families with attendance problems; develop referral plans; provide intervention as needed; and participate in the development of programs aimed at improving student attendance, achievement, self-esteem, and behavior. REPRESENTATIVE DUTIES:Evaluates and assesses student progress against instructional objectives. Must having working knowledge of state and federal laws related to Social Work (Section 504). Coordinates individual and group meetings for students. Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of each student to ensure success. Facilitates PBIS meetings. Manages behavioral Tier system (1, 2 and 3). Designs individual and small group instruction. Assists in District initiatives (ex. Bullying, Sexual Harassment, etc.) Serves as liaison between community organization and the school to meet the needs of students. Teaches social skills lessons within the regular education classroom. Provides an orientation (expectations) for new students who enroll after the start of the school year. Articulates Social Work curriculum between and among grade levels. Maintains appropriate records and follows required procedures and practices.Communicates and interacts with students, parents, staff and community. Provides resources for families. Communicates regularly and assist the classroom teachers in curriculum/instructional modification needs. Administers formal and informal diagnostic assessment in the area of social/emotional learning. Works cooperatively with the administration and staff to schedule meetings. Knowledge of Social Work research, trends and best practices. Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences. Provides counseling for students and staff. Prepares and maintains a variety of narrative and statistical reports, including social histories and classroom observations as required for IEP team meetings. Identify problems contributing to student attendance issues and assist in problem resolution referral and follow-up. Counsel individual students, parents, and families; provide follow-up case management services to students and families by maintaining regular telephone, email, or personal contact (home visits) with families concerning identified problems. Conduct crisis counseling within the school setting. Provide crisis intervention to parents and students in regard's to suicide threats, drug abuse, pregnancy, truancy, medical problems, community violence, child abuse, death, and other issues and provide follow-up case management services. Develop, organize, and implement programs to provide an opportunity for students to improve their attendance. Develop, organize, and participate in in-service training programs; develop and maintain current resource information. Supervise and evaluate any graduate candidates from school social work programs. Participate on Student Support Committee and 504 meetings and implementations when appropriate. Participate in the development, management, and implementation of intervention plans for students as well as manifestation determination for suspension. Communicate and refer to outside agencies, hospitals, or clinics when appropriate. Participate in district Child Find activities. Perform related duties as assigned. Educator Framework Responsibilities:Adapted from the Framework for Teaching. Charlotte Danielson.
LICENSES AND OTHER REQUIREMENTS: Valid driver's license and Illinois Professional Educator License (PEL). KNOWLEDGE AND ABILITIES: Knowledge of:
Salary Range can be found in our Collective Bargaining Agreement - LINK Special Education Resource TeacherLocation: Shiloh ParkMinimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s) in Special Education.•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal/Director of Special Education/Director of Curriculum, the Subject/Grade Level Educator will plan and provide for appropriate learning experiences for students. Essential Job Skills:Staff member will effectively perform the following duties in a timely manner:•Supervises students in a variety of school related settings.•Monitors and evaluate student outcomes.•Develops, selects and modifies instructional plans and materials to meet the needs of all students.•Monitors appropriate use and care of equipment, materials and facilities.•Plans, organizes and provides instruction based on Common Core State Standards.•Administers informal and formal assessments•Incorporates district initiatives within instruction (adopted programs/policies).•Evaluates and assesses student progress against instructional objectives.•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.•Demonstrates knowledge of educational research, trends, and best practices.•Provides written feedback to students.•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.•Manages classroom organization Other Duties:
Minimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s) in Special Education.•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral).Job Summary:Under the direction of the Building Principal/Director of Special Education/Director of Curriculum, the Subject/Grade Level Educator will plan and provide for appropriate learning experiences for students. Essential Job Skills:Staff member will effectively perform the following duties in a timely manner:•Supervises students in a variety of school related settings.•Monitors and evaluate student outcomes.•Develops, selects and modifies instructional plans and materials to meet the needs of all students.•Monitors appropriate use and care of equipment, materials and facilities.•Plans, organizes and provides instruction based on Common Core State Standards.•Administers informal and formal assessments•Incorporates district initiatives within instruction (adopted programs/policies).•Evaluates and assesses student progress against instructional objectives.•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.•Demonstrates knowledge of educational research, trends, and best practices.•Provides written feedback to students.•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.•Manages classroom organization Other Duties:
Minimum Qualifications: •Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate Special Education endorsement(s).•Understanding and experience with curriculum design, planning and instruction.•Strong communication skills (written and oral).Salary range and benefits can be found in our Collective Bargaining Agreement - LINK Job Summary:Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Subject/Grade Level Educator will plan and provide for appropriate learning experiences for students. Essential Job Skills:Staff member will effectively perform the following duties in a timely manner:•Supervises students in a variety of school related settings.•Monitors and evaluate student outcomes.•Develops, selects and modifies instructional plans and materials to meet the needs of all students.•Monitors appropriate use and care of equipment, materials and facilities.•Plans, organizes and provides instruction based on Common Core State Standards.•Administers informal and formal assessments•Incorporates district initiatives within instruction (adopted programs/policies).•Evaluates and assesses student progress against instructional objectives.•Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.•Demonstrates knowledge of educational research, trends, and best practices.•Provides written feedback to students.•Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.•Manages classroom organization Other Duties:
Title: Substitute TeacherReports To: Human Resources and Building Principal BASIC FUNCTION:In the absence of the regular classroom teacher, the substitute teacher provides instruction, encourages student progress and manages the learning environment. ESSENTIAL DUTIES:
TEACHING TASKS:
EDUCATION AND EXPERIENCE:Must have the necessary certification, license or permit required by state law to serve in a substitute teaching assignment. Must be at least 21 years of age. KNOWLEDGE AND ABILITIES:
WORKING CONDITIONS:Environment: School sites; indoor and outdoor settings.Physical Abilities: Standing for extended periods of time; bending at the waist to assist students; reaching overhead, above the shoulders and horizontally; hearing and speaking to exchange information; seeing to monitor student activities and behavior; dexterity of hands and fingers to demonstrate activities and prepare materials.Hazards: Contact (at times) with disgruntled individuals
Position/Title: Paraprofessional (Highly Qualified Educational Assistant)Responsible To: Appropriate Teacher(s)/Administrator(s)Evaluated By: AdministratorTerms of Employment: 180 Days, Classified Qualifications: Must have current Illinois Paraprofessional License or higher Illinois educator license. (To qualify for Illinois paraprofessional license, must meet Federal NCLB Requirements of at least 60 semester college credits, or an AA degree or higher degree, or passing score on the state paraprofessional exam.) General Responsibilities: Under the direct supervision of a certified teacher or administrator, performs a variety of tasks: assisting the teacher in the development of an instructional program by working with students individually or in small/large groups, preparing instructional materials, assisting in implementation of classroom discipline, independently administering up to 6 extended intervention periods, and conducting planned activities using teacher-designated methods and materials. Some positions may require aptitude and skill in working with the particular disabilities or learning needs of students. Some positions may require aptitude and skill in the use of technology and specialized software programs. Some positions may require a combination of intervention periods along with other specialized duties. Essential Duties and Responsibilities:1. Assist teachers in the planning and implementation of learning experience of students enrolled in programs; confer with teacher to provide feedback on student performance, progress and testing activities; 2. Assist the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of individual students, their needs, interests, and abilities; 3. Assist in monitoring classroom management in accordance with the district's discipline procedures, which may include the physical restraint, physical movement, lifting and carrying of students; 4. Supervise students in and outside of the classroom with an understanding of and provision for a safe environment; 5. Perform various clerical functions in student record keeping, monitor assignments, IEP development, maintain accurate files and other related functions; 6. Assist with the supervision of students during emergency drills, assemblies and play periods; 7. Assist with large group activities such as drill work, reading aloud and story telling; 8. Read to students, listen to students read, and participate in other forms of oral communication with students; 9. Check notebooks, corrects papers, and supervises testing and make-up work as assigned by the teacher; 10. Alert the teacher or administrator to any problem or special information about an individual student; 11. Serve as a source of information and support to any substitute teacher assigned in the absence of the regular teacher; 12. Assist with record keeping to monitor students' daily and monthly data on instructional and behavioral progress; 13. Assist classroom teacher in diagnostic testing and reporting; 14. Provide remedial instruction as requested; 15. Perform clerical duties such as data entry, copying, filing and record keeping. 16. Provide supervision of students in buildings or other school areas and school-related activities (i.e., hall duty, at assemblies, in lunch and playground areas, or with school buses as required); 17. Assist the classroom teacher in maintaining class and student records; 18. Maintain a high level of ethical behavior and confidentiality of information about students and staff; 19. Other duties as assigned.KNOWLEDGE AND ABILITIES: Knowledge of:• English usage, mathematics, and a basic understanding of the subjects in which this position is to provide assistance;• Basic child guidance principles and practices;• Safe practices in classroom and playground activities;• Reading and writing communication skills;• Interpersonal skills using tact, patience and courtesy;• Record-keeping techniques. Ability to:• Work harmoniously with others and to communicate effectively (both orally and in writing) with students and staff;• Understand and follow oral and written instructions;• Maintain confidentiality of students and their records;• Supervise individual or groups of students in an instructional setting without constant teacher oversight; work in a team situation;• Deliver instructional programs to students who have learning and physical disabilities and/or social behavior problems;• Work effectively in an environment which can be both physically and emotionally fatiguing; perform physically demanding requirements of the job;• Demonstrate standards of moral character and behavior to serve as an effective role model for students;• Demonstrate a positive attitude in working with children with special needs;• Possess and maintain a valid First Aid card;• Understand basic provisions of Individuals with Disabilities Education Act (IDEA);• Understand basic elements of an Individualized Education Plan (IEP)• Occasionally work with students who may exhibit aggressive behavior, as required of specific job assignment;• Occasionally work with students who require attention to basic feeding and personal hygiene needs, as required by specific job assignment;• Occasionally support students with medical or health needs;• In an ESL/Bilingual position, if specified by the administration, ability to be bilingual in Spanish, English or other languages (speak, read and write);• Occasionally perform physical activities which may include: moving and/or lifting of students with physical disabilities; moving, lifting, and/or physically restraining of students with emotional and/or behavioral disabilities;• Perform physical activities which may include frequent standing, walking, bending, and/or lifting;• Monitor and discipline students according to approved policies and procedures.• Relate sensitively to a diverse student population. WORKING CONDITIONS: Environment: School sites; indoor and outdoor settings. Physical Abilities: Standing for extended periods of time; bending at the waist to assist students; reaching overhead, above the shoulders and horizontally; hearing and speaking to exchange information; seeing to monitor student activities and behavior; dexterity of hands and fingers to demonstrate activities and prepare materials. This job description in no manner states or implies that these are the only duties and responsibilities to be performed by the position incumbent.
General Responsibilities: We have an exciting opportunity for Summer Technology Assistants to join our summer team. As a Summer Technology Assistant, you will play a vital role in supporting our Technology Department during the summer months.Pay Rate: $15 per hourHours: 40 hours per week, Start and end times will vary depending on District and Department needsDuration: June 8 - August 14 Primary Duties and Responsibilities:
Requirements and Conditions of Employment:
