Special Education Teacher

General Summary: 

The Krejci/Mansion special education teacher designs and delivers differentiated instruction aligned with individual student eligibility, adverse effects, present levels of performance, autism considerations, educational accommodations and supports, and behavior intervention plan data from each assigned student’s most current IEP. 

The special education teacher acts as the case manager for the student under the direction and guidance of a designated special education coordinator. The teacher’s case management responsibilities center on strengths-based, transition-focused support and IDEA compliance.

The special education teacher works cooperatively with Krejci/Mansion related service providers, behavior support staff, family and school district staff to ensure students receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).

This role directly influences student independence, self-advocacy, self-determination (agency & choice) and academic engagement, as well as dignity and postsecondary success. The K – age 22 special education teacher supports neurodiverse learners in accessing content while building life-long skills for meaningful participation in school, work, and community life.

Core Competencies: 

• Strong relationship-building skills
• Data-driven decision-making
• Cultural responsiveness
• Systems thinking and interdisciplinary collaboration
• Emotional regulation and resilience
• Advocacy and family engagement

Working Conditions:

• Classroom, resource, community-based, and vocational settings, both in and outdoors
• Lifting up to 75 lbs, running and agility to make sudden stops, starts and turns
• Assistance with toileting and personal care depending on student needs
• Consistent schedule and on-site hours of operation

 Essential Duties and Responsibilities:

• Instruction & Intervention
• IEP Development & Case Management 
• Behavioral & Social-Emotional Support 
• Staff Supervision: Teacher Assistants and Paraprofessional 
• Collaboration & Consultation 
• Compliance & Documentation 
• Transition Planning (Ages 14.5 through 22) 

Important Note:

Maintain regular, full-time hours and attendance to ensure the health and safety of the learning community.

• LFI schools and supervisor expectations are that the teacher is in the classroom ready to focus on student arrival and a calm start to the workday.
• Teachers are expected to arrive by 8:30 am, ready to participate in the student arrival process by no later than 8:50 am.

Qualifications:

• Bachelor’s or Master’s degree with IL Professional Educator License (PEL) and LBS1 endorsement. 
• Knowledge of IDEA, ADA, state special education regulations. 
• Experience in K – 22 programming, transition services, Applied Behavior Analysis (ABA), executive functioning interventions, trauma-informed practices and developing IEPs and transition plans preferred. 
• Experience working with neurodivergent individuals preferred. 
• Valid driver’s license, ability to obtain a School Bus Driver Permit and proof of an auto insurance policy that meets agency requirements.