Addison Trail High School jobs - 245 jobs

Willowbrook High School Assistant Flag Football Coach Available: 2026- 2027 SY Title: ASSISTANT COACH Reports To: Head Coach Duration: Fall Season Salary: New coaches may be granted a maximum of five years experience for documented IHSA experience. Longevity is based on years of coaching regardless of the sport. Purpose Statement The job of Assistant Coach was established for the purpose/s of designing and implementing program activities in accordance with applicable rules and regulations related to the sport; providing supervision of student athletes during all aspects of their participation in program; using sound instructional techniques in overseeing program; serving as a positive role model to student athletes to the community, and to various organizations. Individuals in this job classification are assigned to a position for a specific sport at the Varsity or Junior Varsity level. Functions * Analyzes opposition's strategies for game/event prior to and/or during athletic events as appropriate for the purpose of assessing the opposition's strengths and weaknesses for developing game plan/approach. * Assesses student athletes for the purpose of providing feedback to students on their individual performance and/or determining team placement. * Attends a variety of meetings, workshops, conferences, etc. for the purpose of receiving and conveying information related to their role. * Develops components of game strategies/plans as requested by Head Coach for the purpose of preparing the team and individual student athletes for the competition. * Evaluates facility and playing field for potential hazards, inadequate equipment, etc. for the purpose of implementing modifications or recommendations that would reduce the risk of injury. * Instructs student athletes for the purpose of promoting individual growth in athletic skills, teamwork, and sportsmanship. * Maintains a variety of records (e.g. game/student athlete statistics, insurance, signed permission forms, emergency information, schedules, equipment inventories, etc.) for the purpose of complying with district, athletic conference, and state requirements. * Monitors student athletes' academic eligibility for the purpose of both complying with IHSA requirements as well as providing appropriate intervention (e.g. counseling, tutoring, etc.) to students identified as needing assistance to maintain their athletic eligibility. * Promotes athletic program (e.g. conducts off-season clinics, information on skill-camps, attends community meetings, etc.) for the purpose of increasing interest and participation. * Responds to inquiries of students, parents, other school personnel, media representatives, college representatives, etc. for the purpose of providing information, assistance and/or direction. * Supervises student athletes during all areas of participation (e.g. competition, travel, meetings, practices, etc.) for the purpose of ensuring activities are conducted in an environment with minimal risk of injury to the participants. * Supports other staff of the athletic program (e.g. Head Coach, other coaches, volunteers, etc.) for the purpose of assisting them in the performance of their respective roles and functions. * 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 tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; administering first aid; applying pertinent laws, codes, policies, and/or regulations; organizing and communicating information and concepts. KNOWLEDGE is required to perform basic math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implemented desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: equipment used in activity/program; injury prevention and appropriate treatment protocols; IHSA concussion protocols; pertinent laws, codes, policies, and/or regulations; participant eligibility, attendance and discipline guidelines; public relations protocols; relevant professional standards and practices; and safety practices and procedures. ABILITY is required to schedule activities and/or meetings; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using defined methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize a variety of job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: communication with persons of varied educational and cultural backgrounds; dealing with frequent interruptions; exhibiting strong leadership; maintaining confidentiality; meeting deadlines and schedules; modeling sportsmanship and enforcing sportsmanlike behavior among students; motivating participating student athletes; providing a firm, fair, and consistent discipline approach; setting priorities; traveling to off campus athletic events; and working extended hours that may include evenings and/or weekends. Responsibility Responsibilities include: working under direct supervision; using standardized procedures; directing other persons within a small work unit; 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 stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 10% sitting, 45% walking, and 45% standing. The job is performed under some temperature extremes and under conditions with some exposure to risk of injury and/or illness. Experience Job related experience is desired. Certification Teacher Certification or ASEP Certification FLSA Status Non Exempt

A large school district in Chicago seeks an experienced Assistant General Counsel to manage workers' compensation cases and provide legal guidance across multiple educational departments. The ideal candidate will possess a strong legal background, excellent communication skills, and a collaborative approach. This full-time, exempt position also offers competitive benefits and salary based on qualifications. #J-18808-Ljbffr

Chicago Public Schools (CPS) is a district on the rise, serving over 320,000 students in 500 schools and employing over 44,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. The Office of Language and Cultural Education (OMME) guides CPS in providing a high-quality education for all language learners attentive to a culturally and linguistically diverse community of students, families, and educators. OMME aims to achieve its mission through strategic planning, collaborative partnerships, professional development, and the production of tools and resources to improve instruction. This is a full time exempt position, that will be paid for time worked on a salary basis. Job Summary: Reporting to EL Instructional Development Manager, the EL Instructional Development Specialist: Biliteracy is crucial in enhancing and improving the learning experience of English learners (EL) across the district. This position focuses on building capacity among various stakeholders, providing instructional support and professional learning, co-developing and refining biliteracy curriculum, and contributing to developing and implementing high-quality instruction for ELs in grades PreK-12, focusing on literacy development in more than one language. This Job Will be held accountable for the following responsibilities: * Develop and provide professional development in various venues and formats, promoting best biliteracy practices for EL instruction * Collaborate with district staff, administrators, and EL Program Teachers to provide comprehensive instructional support to elevate the biliteracy development for English Learners. * Research, evaluate, and make recommendations on curricula, instructional methods, assessments, technology, and materials for ELs in both native language and English contexts * Contribute to the district's framework for effective EL instruction * Develop standard tools and resources demonstrating effective biliteracy practices for ELs across content areas and contexts. * Collaborate intra- and interoffice on professional development, district initiatives, resources, and projects. * Contribute to biliteracy guidance, resources, and policy to ensure a consistent instructional vision is promoted within and across content areas * Maintain content area expertise through staying abreast of current research, practices, and innovations in the field * Contribute to the continuous improvement of Skyline through the completion of tasks such as: * Evaluating professional learning outcome data to inform future professional learning needs * Identifying, documenting, and offering solutions around barriers to successful implementation through common progress monitoring systems * Participating in centralized feedback structures to inform curriculum revision * Utilize EL data to inform biliterate instructional development: * Analyze student performance data related to English Learners. * Identify trends and patterns to inform instructional strategies and interventions in literacy in English and Spanish * Collaborate with educators to develop targeted approaches for improving EL learning outcomes. * Other duties as assigned In order to be successful and achieve the above responsibilities, this position must possess the following qualifications: Education Required: * Bachelor's degree from an accredited college or university, required * Valid Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE) with Bilingual-Spanish endorsement is required * ESL endorsement, preferred * Master's degree in Education, Bilingual Education, ESL, or a related field of study, preferred Experience Required: * Minimum of 5 years of teaching experience with English Learners or dually identified students, including the following, is required: * Experience in standards-based instructional planning, including backwards mapping from standards to instruction * Experience teaching literacy in English and/or Spanish * Experience presenting to various stakeholders in more than one language, preferred Other Requirements: * Ability to travel to schools and other locations throughout the district. Knowledge, Skills, and Abilities: * Ability to manage time to produce high-quality deliverables and work in multiple teams * Ability to present to various stakeholders in more than one language preferred * Experience in standards-based instructional planning, including backwards mapping from standards to instruction. * Expertise in the Common Core State Standards in English Language Arts and Spanish Language Arts, WIDA ELD and/or SLD Standards. * Understanding of literacy in content areas, as well as first and second language literacy development. * Proficiency in providing high-quality instruction in native and/or English language. * Ability to design and implement differentiated instruction to meet the diverse needs of English learners, including those with varying proficiency levels. * Expertise in planning, designing, facilitating, and evaluating professional learning * Excellent communication skills and the ability to establish efficient working relationships with colleagues, district and school staff, and community-based organizations. * Strong problem-solving skills, ability to delegate, and recognition of failures as opportunities for improvement. * Ability to travel to schools and other locations throughout the district. * Self-starter with excellent organizational skills; ability to effectively manage several work streams simultaneously. * Proficiency in various technology tools and software, including Google Suite, Microsoft Office, and CPS applications Conditions of Employment: As a condition of employment with the Chicago Public Schools (CPS), employees are required to: * Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois. Benefits: Health & Wellness: Your Care, Your Choice CPS is committed to providing comprehensive health coverage to our employees and their eligible dependents. You'll have access to a variety of choices to best fit your needs: * Medical Plan Options * Pharmacy * Dental * Vision * Behavioral Health & EAP * Employee Wellness Program Financial Security: Planning for Today and Tomorrow We understand the importance of financial stability, which is why CPS offers strong retirement and savings options: * Basic Life Insurance * Life and Disability Insurance * Pension Plans * Supplemental Retirement Plans (403(b) and 457(b)) * Flexible Spending Accounts (FSAs) * Spot Pet Insurance Work-Life Balance: Supporting Your Personal and Professional Life CPS values the well-being of its employees and offers competitive paid time off policies: * Paid Leave * Sick Leave * Vacation Days * Parental Leaves * Short-Term Disability * Religious Holidays * Leaves Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details.

Administration/Assistant Principal Date Available: 12/01/2025 Closing Date: Open until filled District 33 Mission: Equip students to become life-long learners who embrace diversity, welcome innovation, and aspire to be catalysts for positive change and growth. District 33 Vision: To be recognized as the school district that fosters: An innovative, rigorous & future-oriented education A culture of equity, diversity & personalized learning Student agency to develop voice, choice, ownership & self-sufficiency Active community partnerships District 33 Core Values: Collaboration Partnerships Equity Student voice & choice High expectations Support for the whole child High levels of engagement Trusting relationships Position Qualifications In Addition to Those on the Job Description: Assistant Principal experience preferred Knowledge and experience in special education and preschool preferred Bilingual in Spanish preferred Work Schedule: 12/1/25 - 1/27/26 and 3/9/26 - 4/27/26 Compensation: $500 per day Further Information on District 33: West Chicago Elementary School District 33 is a Pre-K through 8th grade system with a Birth to 3 program, Preschool, five elementary schools, and one 6/7/8 middle school. West Chicago Elementary School District 33's population reflects the diverse demographics of West Chicago and portions of Winfield and Wheaton, from which it draws its student enrollment. The overall student population is approximately 3,000. Of that number, approximately 81.1% of the students come from Hispanic origins, 12.3% White, 3.2% Asian/Pacific Islander and 3.2% Black. The Mission of West Chicago Elementary School District 33 is to equip students to become life-long learners who embrace diversity, welcome innovation, and aspire to be catalysts for positive change and growth. Our vision is to be recognized as a school district that fosters: An innovative, rigorous & future-oriented education A culture of equity, diversity & personalized learning Student agency to develop voice, choice, ownership & self-sufficiency Active community partnerships

A major urban school district is seeking an Assistant General Counsel to support labor relations and collective bargaining efforts. The role involves engaging with principals and union representatives, drafting agreements, and representing the district in negotiations. Ideal candidates will possess a Juris Doctorate, have legal practice experience, and strong communication skills. Join a committed team focused on enhancing educational outcomes for over 320,000 students in Chicago. #J-18808-Ljbffr

CLASS TITLE: Teacher CHARACTERISTICS OF THE CLASS: Under the supervision of the school principal, responsible for the instruction, progress, and discipline of all pupils in assigned classes, and performs related duties as required. ESSENTIAL FUNCTIONS: Responsible for instructional planning, including, but not limited to, providing written lesson plans and preparation in accordance with the objectives of the instructional program, establishing positive learning expectation standards for all pupils, and evaluating pupils' progress and maintaining current and accurate records of pupils' achievements; implements instructional methods, including, but not limited to, applying contemporary principles of learning theory and teaching methodology, drawing from the range of instructional materials available in the school, participating in the development and implementation of new teaching techniques, and providing bulletin board and interest areas reflective of pupils' current work; exhibits and applies knowledge of the curriculum content related to subject areas and instructional level; participates in programs to improve student attendance; promotes anti-vandalism programs in the schools; establishes and maintains reasonable rules of conduct within the classroom and on school grounds, including, but not limited to, playgrounds, corridors, and lunchrooms, consistent with the provisions of the Chicago Public Schools' Uniform Discipline Code; maintains accurate attendance records and seating charts; encourages student growth in self-discipline and positive self-concept; ensures fairness in teacher-pupil relationships and exhibits an understanding and respect for students; initiates appropriate conferences with parents, guardians, administrators, and/or ancillary personnel, in accordance with school procedures; communicates with parents or guardians and counsels pupils on the pupil's academic progress, attendance, and conduct; participates in in-service meetings and professional staff meetings and uses pertinent information and materials provided; may coordinate and attend class field trips; may work in extra-curricular and after-school activities; utilizes appropriate resources available in the community. MINIMUM QUALIFICATIONS: Education and Experience. Successful completion of all student teaching requirements as well as all course work required to obtain the appropriate teaching certificate(s) issued by the Illinois State Board of Education. License Requirements Teachers must possess at least one of the following valid teaching license issued by the Illinois State Board of Education: Professional Educator License (PEL), Educator License with Stipulations (ELS) or a Substitute License. Knowledge, Abilities, and Skill. Knowledge of subject matter consistent with state certification requirements, knowledge of contemporary principles and practices of teaching, knowledge of classroom and behavior management techniques. Ability to modify instruction to meet student needs, ability to cooperate with the school faculty and administration in the development and implementation of an articulated program of instruction, ability to work effectively with pupils, parents and guardians, staff members, and community representatives in providing an appropriate educational program; ability to understand the physical, intellectual, social, and emotional patterns of pupils. Skill in the application of contemporary principles and practices of teaching, good oral and written communication skills, good interpersonal skills, skill in exercising sound and professional judgment. Physical Requirements. Light Work: Exerting up to twenty (20) pounds of force occasionally, or up to ten (10) pounds of force frequently, or a negligible amount of force constantly to move objects. Physical demands include the ability to stoop occasionally, reach frequently, handle and finger objects occasionally, talk and hear constantly, frequent use of near visual acuity, and occasional use offer visual acuity.

Standardized Patients (SPs) are trained individuals who simulate real patient scenarios to support clinical education across physical and mental health disciplines. They recreate patient histories, personalities, emotional responses, and physical findings to help learners practice and refine clinical and interpersonal skills. SPs may be interviewed and examined by students and health professionals as part of their training. This is a part-time position with intermittent work hours. There are three levels of roles in the program, each requiring specific skills and experience: Standardized Patient (SP): Simulates patient scenarios for educational purposes. Physical Examination Teaching Associate (PETA): Standardized patients who are specifically trained to teach, assess, and provide feedback to learners about physical examination techniques. They can also address the communication skills needed. Sensitive Exam Teaching Associate (SETA): Standardized patient encounters involving sensitive exams. This role requires additional training due to the nature of the exam. Sensitive exams typically include breast, pelvic, rectal, and/or testicular exams. KEY RESPONSIBILITIES Simulate patient cases accurately and consistently, including history of current concern, affect/behavior, and physical findings in a standardized, accurate and reliable manner Teach and assess clinical and communication skills for students in medical, psychology, counseling, and other health-related programs. Duties may involve instruction of appropriate examination techniques for both physical and mental health assessments Provide written and verbal feedback to learners Document learner performance with accuracy and consistently using electronic systems Participate in both in-person and virtual simulations as needed Monitor other SPs for quality assurance Accept ongoing feedback and incorporate supervisor feedback into performance Maintain confidentiality of learner information and assessment data Respond to email messages and electronic communications promptly Demonstrate professional behavior and accountability for actions Work collaboratively as a team member Maintain commitments to the SP Program BASIC QUALIFICATIONS Ability to work effectively with diverse populations and demonstrate cultural sensitivity Ability to communicate clearly and effectively with learners from various medical and mental health educational programs Ability to recall an encounter accurately for the completion of checklists and written materials during practice sessions and assessments which result in learner grades Strong organizational skills in all work aspects Ability to work effectively as part of a team and independently Objective and unbiased approach to healthcare interactions Highly reliable and punctual in attendance for both in-person and virtual sessions Flexible and able to adapt in different work situations and learning environments Comfort with appropriate physical and mental health assessments by healthcare students and professionals Proficient with technology including email communication, video conferencing platforms, electronic documentation systems, and basic computer applications REQUIREMENTS High school diploma or equivalent Previous experience in healthcare, education, or customer service preferred, but not required Completion of Standardized Patient training program upon hire COMPENSATION The hourly rate ($28 - $33) varies depending on the level of SP services being provided. These services include SP, PETA, and SETA. Preparation/training for sessions (typically done at home) is paid at a lower rate. ADDITIONAL INFORMATION Standardized Patients (SPs and PETAs) will be recorded for teaching and assessment purposes only using both video recording equipment and virtual platforms. Due to the nature of the training and the conditions being portrayed, existing health conditions may determine which cases and situations an SP will be recruited to portray. This will be considered on a case-by-case basis. All employees must comply with university policies regarding background checks. Compensation & Benefits This opportunity is budgeted at $28.00 - $33.00 hourly base compensation. Additional compensation factors may impact total compensation. To learn more about our competitive benefits and additional rewards, including generous paid time-off, medical and dental insurance coverage, life and disability insurance, retirement plan with employer contribution, multiple flexible spending accounts, tuition reimbursement, click the link below. ****************************************************** The Chicago School is an Equal Opportunity Employer. Please note: For the protection of faculty, staff, students, and all who enter our facilities, The Chicago School strongly recommends that all employees are fully vaccinated for COVID-19 per CDC guidance.

The Transportation Program strives to improve student achievement by providing safe, timely, and cost-effective transportation for all eligible students in accordance with federal, state, and local laws, as well as City ordinances and the City of Chicago's Board of Education's policies and procedures. CLASS TITLE: School Bus Aide CHARACTERISTICS OF THE CLASS: Under immediate supervision, assists students riding on the school bus to and from school and performs related duties as required. EXAMPLES OF DUTIES: Citywide School Bus Aide will perform the following: Fastens and secure seatbelts, harnesses/ and other safety equipment, maintain order on the school bus to minimize driver distraction and create a safe environment, report any event, injury and/or misbehavior that may jeopardize the safe transport of a student to and from school to appropriate personnel, completes routing lists and related transportation forms for the purpose of the communicating sequence of bus stops. . DESIRABLE MINIMUM QUALIFICATIONS: Training and Experience: High school diploma or GED equivalent. Knowledge, Abilities and Skill: * Ability to work autonomously while exercising good judgment and problem-solving skills * Ability to operate safety equipment * Demonstrate patience and empathy in order to successfully interact with various student populations, parent/ guardians, and school administration. * Ability to communicate effectively both verbally and written. Revised 7/11/18 PHYSICAL REQUIREMENTS Frequent walking, stooping, bending, kneeling, pushing and pulling, Exerts twenty (20) to fifty (50) pounds of force occasionally. Works outside and inside with moderate exposure to extreme temperatures. May work around vehicles and machinery with moving parts. PREFERRED SKILLS * General knowledge of disabilities listed within the Individuals with Disabilities Education Act. * Skilled in communicating with school aged children Benefits: Health & Wellness: Your Care, Your Choice CPS is committed to providing comprehensive health coverage to our employees and their eligible dependents. You'll have access to a variety of choices to best fit your needs: * Medical Plan Options * Pharmacy * Dental * Vision * Behavioral Health & EAP * Employee Wellness Program Financial Security: Planning for Today and Tomorrow We understand the importance of financial stability, which is why CPS offers strong retirement and savings options: * Basic Life Insurance * Life and Disability Insurance * Pension Plans * Supplemental Retirement Plans (403(b) and 457(b)) * Flexible Spending Accounts (FSAs) * Spot Pet Insurance Work-Life Balance: Supporting Your Personal and Professional Life CPS values the well-being of its employees and offers competitive paid time off policies: * Paid Leave * Sick Leave * Vacation Days * Parental Leaves * Short-Term Disability * Religious Holidays * Leaves Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details.

Chicago Public Schools (CPS) is the third-largest school district in the United States, serving over 330,000 students in 600 schools and employing nearly 36,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Safety is among the top priorities at Chicago Public Schools, and the Office of Safety and Security has implemented a comprehensive system that includes trained staff, protocols, programs, and policies to keep students and staff safe before, during, and after school. Job Summary: Reporting to the Crossing Guard Manager, the Crossing Guard will direct and guide children and pedestrians across traffic intersections, and perform related duties as required. The Crossing Guard will be held accountable for the following responsibilities: * Stop traffic to ensure the safety of school children and other pedestrians crossing at designated intersections * Signal to pedestrians indicating when streets are safe to cross * Guide and assist children and other pedestrians across intersections * Maintain order as children approach the intersection * Report traffic violations to supervisor and provide vehicle description including license plate number, make, model and color * Inform supervisor of traffic signal malfunctions and construction projects on assigned posts * Respond to requests for geographic directions from the public NOTE: Must be at least 19 years of age at the time of application Hours - Monday through Friday based on school schedule - 2 hours a.m. and 2 hours p.m. (Split Shift) Working Conditions - Prolonged exposure to inclement weather conditions & loud noise In order to be successful and achieve the above responsibilities, the Crossing Guard must possess the following qualifications: Education Required: * N/A Experience Required: * N/A Knowledge, Skills, and Abilities: * Willingness and ability to perform duties of the job. * Ability to lift up to 75 pounds * Ability to stand and walk for extended periods of time * Ability to quickly bend, stretch, twist or reach out with one's body, arms and/or legs Conditions of Employment As a condition of employment with the Chicago Public Schools (CPS), employees are required to: * Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois. * Be Fully Vaccinated Against COVID-19 - Unless approved for a medical or religious exemption, all employees are required to be up-to-date on COVID-19 vaccinations, including boosters, and to submit proof of vaccination to the district within 30 days of hire. "Up-to-date" on vaccination is defined as being at least two weeks past all primary vaccine doses and any applicable boosters. Unvaccinated staff with an approved exemption must submit to weekly testing.

Student Services Date Available: ASAP We are looking for a talented student health specialist to join our nursing team! The Student Health Specialist will have involvement with the IEP medical review process with a team of professionals. *Bachelor's Degree with RN certification and CSN certification *PEL preferred *Bilingual preferred What We Offer: Health, Dental, Vision, & Life Insurance Paid Time Off Finanacial Stability Retirement plans Professional Development opportunities Compensation: RN with CSN: $35.17-$36.27 per hour based on experience PEL Preferred This position has involvement with the IEP medical review process and the evaluation of students.

The Westfield Specialty Intern Program is a paid, ten-week program that offers students the opportunity to obtain firsthand insight into the insurance business. Every day you'll learn and develop your skills but you'll also have a clear and supportive path ahead of you. You'll gain the confidence to take on real projects, build your network and learn from senior leaders across our business. We are seeking Intern candidates to work with our Information Technology team in our Chicago, IL or Berkeley Heights, NJ offices. Program Elements Include: Classroom and On The Job Training Weekly Lunch and Learn Series with Senior Leaders Formal Mentor Program Presentations from Major Brokerage Partners Teambuilding and Social Activities; including Community Service Event Industry based Group Project Participants in the Westfield Specialty Summer Intern Program are immersed in the day-to-day operations of a fast-moving, growing insurance company. You will gain valuable, hands-on experience and insurance industry knowledge during the 10-week program. As a summer intern you will work side-by-side with industry leaders on dynamic projects that provide ample opportunity for challenges, learning and achievement. At Westfield Specialty, we are proud to emphasize the education and development for the future leaders of the insurance industry. 2026 Summer Intern Program Openings: Alpharetta, GA: Underwriting Berkeley Heights, NJ: Claims, IT, Operations Chicago, IL:, IT, Underwriting New York, NY: Actuary, Marketing, Underwriting For those who excel in the program, we would welcome the opportunity to discuss full-time employment opportunities at Westfield Specialty after graduation as part of our Trainee Program. As part of our internship program you will receive: Targeted business training designed to help you refine your professional skills and acumen critical to the success of Westfield professionals; Technical training to deepen your skill level within your chosen discipline; and an understanding of the broader insurance industry; Access to additional training to compliment your professional development. Opportunity to expand your professional network with talented insurance professionals Currently pursuing an Undergraduate or Masters degree in Computer Science, Information Technology, Information Systems, Computer Engineering or other related programs required Strong GPA preferred (Minimum GPA of 3.2 required) Strong interpersonal skills, including strong oral and written communication skills Leadership experience through work or involvement in community service, athletics, clubs, or other activities preferred Technically adept/digitally savvy Ability to be onsite in office 4 days a week This job description describes the general nature and level of work performed in this role. It is not intended to be an exhaustive list of all duties, skills, responsibilities, knowledge, etc. These may be subject to change and additional functions may be assigned as needed by management. This is a paid internship. Intern will be paid on an hourly basis at the rate of $25/hour. #wsp An IT Intern at Westfield Specialty works on a variety of projects to gain hands-on experience in the insurance industry and develop technical skills. Including: Gather and analyze technical requirements. Collaborate with cross functional IT teams to implement solutions Develop digital solutions Create, test and roll out solutions to improve the user experience on digital channels Work on a software or systems engineering team to build, code and automate applications Design and implement systems for network, storage, public and private cloud Attend team meetings, participate in discussions, and offer insights or suggestions on process improvement.

Willowbrook High School Student Supervisor Available: Immediately Title: STUDENT SUPERVISOR Reports To: Director of Deans Duration: Summer Salary: Level I, Step 1 Purpose Statement The job of Student Supervisor is done for the purpose/s of providing support to the instructional process with specific responsibilities for the safety and welfare of students during classroom and non-classroom activities; minimizing the frequency and/or severity of harmful incidents; and communicating observations and/or incidents that have a potential impact on the general well being of students, school personnel, and/or visitors. Essential Functions * Collaborates with other school and district personnel, assigned police officer, representatives of local agencies, etc. (e.g. canine searches, expulsion hearings, etc.) for the purpose of providing information and/or taking action regarding investigations, criminal activities, gang activities, vandalism, etc. for the safety and security of the school site. * Communicates safety and security policies and enforcement procedures to students, staff and visitors for the purpose of ensuring their understanding of such information and the potential consequences of violation. * Escorts students, assigned personnel and/or visitors for the purpose of providing direction, ensuring their safety and providing site security. * Intervenes in potential conflicts and emergency situations for the purpose of deescalating conflicts between parties, minimizing disruptions of campus activities and/or injury to involved parties. * Monitors student behavior during and between assigned periods as well as at student events (e.g. foyer, rest rooms, hallways, library, cafeteria, parking lot, etc.) for the purpose of ensuring student compliance with established guidelines, maintaining a safe and positive learning environment, and secure facility. * Participates in building meetings as may be required for the purpose of conveying and/or gathering information required to perform job functions. * Prepares a variety of documents (e.g. incident reports, activity logs, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information. * Refers incidents including personal injuries, altercations, suspicious activities, rule violations, etc. to appropriate site personnel for the purpose of ensuring follow-up in accordance with administrative, site security and student safety guidelines. * Responds to inquiries from a variety of sources regarding campus security issues for the purpose of providing information, direction and/or referral for addressing inquiry. * Responds to a variety of situations (e.g. accidents, injuries, vandalism, suspicious activities, alarms, etc.) for the purpose of taking the appropriate action to resolve immediate safety and/or security concerns. Other Functions * Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Job Requirements: Minimum Qualifications The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Skills, Knowledge and Abilities SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: administering first aid; operating standard office equipment and using pertinent software applications; operating radio and handheld I-Pad; listening and observation; and preparing and maintaining accurate records. KNOWLEDGE is required to perform basic math; understand written procedures, write routine documents, and speak clearly; and analyze situations to define issues and draw conclusions. Specific Knowledge based competencies required to satisfactorily perform the functions of the job include: methods of investigation; age appropriate behaviors, and record keeping. ABILITY is required to schedule activities; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using defined methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; working as part of a team; working with minimally supervision and independently; and working with detailed information/data. Responsibility Responsibilities include: working under direct supervision using standardized routines; leading, guiding, and/or coordinating others; Utilization of some resources from other work units may be required to perform the job's functions. There is a continual opportunity to significantly impact the organization's services. Working Environment The usual and customary methods of performing the jobs functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling some climbing and balancing some stooping, kneeling, crouching, and/or crawling and some fine finger dexterity. Generally the job requires 10% sitting, 80% walking, and 10% standing. The job is performed under minimal temperature variations and under conditions with exposure to risk of injury and/or illness. Experience Job related experience is desired. Education High school diploma or equivalent. FLSA Status Non Exempt

Willowbrook High School School Psychologist Intern Available: 2026-2027 SY Title: Psychology Intern Reports To: Psychologist Duration: 10 Months Salary: $15,000 stipend Purpose Statement The job of Psychology Intern is done for the purpose/s of measuring and interpreting the intellectual, adaptive, academic, social and emotional development of children; interpreting results of psychological studies; and developing strategies and interventions to address the special education needs of eligible students. Essential Functions Administers standardized and/or supplemental assessments for the purpose of measuring the intellectual, adaptive, academic, social and emotional development of children and/or determining eligibility for services in compliance with regulatory requirements. Assesses students' functional capabilities and home and/or classroom environment for the purpose of determining student's functional level and developing recommendations and/or placement. Communicates with students and/or parents with teachers and/or other personnel for the purpose of evaluating situations, solving problems and/or resolving conflicts. Compiles information from a variety of sources (e.g. teachers, nurse, probation officer, mental health agencies, other professionals, etc.) for the purpose of producing a comprehensive evaluation report in compliance with established guidelines. Consults with teachers, parents, other personnel and/or outside professionals for the purpose of providing requested information, developing plans for services and/or making recommendations. Coordinates with community agencies including medical, judicial, social service and mental health services for the purpose of determining appropriate treatments, etc. to meet the needs of specific students. Counsels students, parents and guardians for the purpose of enhancing student success in school. Develops behavior plans, curriculum modifications, etc. for the purpose of implementing treatment programs. Facilitates meetings, processes, etc. for the purpose of meeting curriculum guidelines and/or ensuring that state mandates are achieved. Implements school wide program development and program evaluation (e.g. crisis intervention services, etc.) for the purpose of ensuring effective programs to assist children who experience physical, mental, social or emotional difficulties. Intervenes in occurrences of inappropriate behavior of students for the purpose of assisting students in modifying such behavior and developing successful interpersonal skills. Prepares a wide variety of written materials (e.g. extension requests, correspondence, memos, behavior plans, Medicaid billings, reports, required documentation, Psych Ed Summary, Psych Report, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information. Researches resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing students' functional goals. Other Functions Participates in meetings, workshops and seminars as assigned for the purpose of conveying and/or gathering information required to perform functions. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Job Requirements: Minimum Qualifications The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Skills, Knowledge and Abilities SKILLS are required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent computer software; and preparing and maintaining accurate records; use of relevant assessment tools and problem solving techniques specific to psychological and educational assessment; administering, interpreting and applying testing results; mentoring and providing leadership related to school psychology issues; and counseling, conflict resolution and problem solving. KNOWLEDGE is required to satisfactorily perform the functions of the job that include: psychology and educational principles; and pertinent federal, state, and local laws, codes, rules, regulations, codes, and statutes; district policies, procedures, organization structure and school requirements; school psychology subject matter including human behavior and social systems, theoretical counseling models and approaches, normal and abnormal human development and psychopathology, and normal cognitive, emotional, physical, social and academic developmental sequence of childhood; relevant medical, social, and legal community resources; assessment instruments and methodologies; current relevant research related to psychology and behavior and learning problems of children; safety procedures. ABILITY is required to schedule activities, meetings, and/or events; routinely gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances. Independent problem solving is required to analyze issues and create action plans. Specific ability based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working as part of a team; working with detailed information/data; working under pressure to meet timelines and handling multiple and changing priorities; communicating effectively, both orally and in writing; interpreting and applying laws, regulations, codes, ethical considerations and policies; and establishing and maintaining harmonious working relationships with those contacted in the course of work; demonstrating tact, diplomacy and patience. Responsibility Responsibilities include: working under limited supervision using standardized practices and/or methods; providing information and/or advising others; Utilization of resources from other work units may be required to perform the job's functions. There is a continual opportunity to impact the organization's services. Working Environment The usual and customary methods of performing the jobs functions require the following physical demands: some lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 40% sitting, 40% walking, and 20% standing. The job is performed in a generally hazard free environment. Education Bachelors degree. Pursuing Masters degree in Psychology. Certifications/Licenses Valid, Illinois Professional Educator License with School Psychology Endorsement FLSA Status Exempt

A Copy Editor is responsible for copy editing student dissertations to ensure that documents adhere to standard grammar and punctuation rules and the formatting requirements developed by both The Chicago School and The American Psychological Association Publication Manual. Principle Duties Dissertation Copy Editing • Accurately read student dissertations for logic and consistency promptly. • Identify and correct grammar, spelling, syntax, format, style, and punctuation errors. • Provide work samples that will assist students with formatting and style. • Provide students with feedback about APA style and the requirements of The Chicago School. • Assist students with formatting margins, pagination, citations, layout, tables, figures, and appendices so that they adhere to all dissertation guidelines established by The Chicago School. • Ensure that all references are correctly formatted and that they have been correctly and consistently cited in the dissertation. • Confer with students on what tasks they must perform to complete their dissertations. • Answer student questions about copy editing, referencing and citations, formatting, and completing dissertation copy editing promptly. • Assist students with printing a high-quality, ready-to-bind dissertation. • Maintain accurate and complete student drafts, process, and progress records. Other • Retain all copies of student drafts, records, and correspondence until The Chicago School has approved the student's dissertation. • Maintain accurate and complete billing records. • Respond to emails within 24 hours. • Communicate as needed with the Manuscript Preparation Office Manager regarding student progress. • Maintain strict confidentiality regarding student names and results. • Uphold the highest standards of collegial and professional conduct with all The Chicago School community members. Position Qualifications A Master's degree in English or a similar field with experience teaching writing and/or editing (or the equivalent preparation) is preferred. Individuals with a BA and relevant experience are also encouraged to apply. Applicants must have a thorough knowledge of English grammar and spelling and a working familiarity with the APA writing style. Excellent organizational, detail-oriented, and communication skills are required. Applicants must also be able to work independently by email, phone, and video conference. Excellent computer skills, including MS Word, Excel, email, and video conferencing proficiency, are required. The Chicago School has received national recognition for its institutional commitment to diversity and intercultural education. Ideal candidates will demonstrate an appreciation, enthusiasm, and commitment to diversity in all endeavors. Applicants from underrepresented groups are encouraged to apply. Compensation & Benefits This opportunity is budgeted at $$40-$45 base compensation. Additional compensation factors may impact total compensation. To learn more about our competitive benefits and additional rewards, including generous paid time-off, medical and dental insurance coverage, life and disability insurance, retirement plan with employer contribution, multiple flexible spending accounts, tuition reimbursement, click the link below. ****************************************************** The Chicago School is an Equal Opportunity Employer. Please note: For the protection of faculty, staff, students, and all who enter our facilities, The Chicago School strongly recommends that all employees are fully vaccinated for COVID-19 per CDC guidance.

Support Staff/Paraeducator Date Available: 25-26 SY District 33 is looking for enthusiastic and motivated individuals to join our D33 family as a Paraprofessional! Multiple early childhood paraprofessional positions available! Please click on the attachment - Grow Our Own Teachers - to see how we can support you in becoming a teacher! Pay rate: $17.59 - $18.68 per hour based on years of experience. Benefits: - Paid time off - sick and personal - Medical, Dental, Vision, and life insurance options REQUIREMENTS: Refer to Educator License with Stipulations Endorsement Requirements? Short Term License (valid for 3 years) At least 18 years of age Have a high school diploma or GED equivalent Full License (valid for 5 years) At least 18 years of age 1 of the Following: Associate's degree or higher 60 semester hours of coursework High School Diploma or GED and a score of 460 or higher on the ETS Parapro High School Diploma or GED and the following scores on the ACT Workkeys: Applied Mathematics/Applied Math (with a score of 4) Reading for information/Workplace Documents (with a score of 4) *Notes: Paraprofessional licenses are valid for 5 years, and may be renewed with the payment of registration fees. If you hold a Paraprofessional License and have a Bachelor's Degree on file, you are qualified to be a substitute teacher.???? Coursework must be at the 100-level or higher from a regionally accredited college or university.? View Substitute and Paraprofessional License Checklist?

DuPage High School District 88 School Board Member Interviews will begin February 17, 2026 SCHOOL BOARD MEMBER DuPage High School District 88 (Addison, Villa Park & parts of Oakbrook Terrace & Lombard, IL) A School Board Member in DuPage High School District 88 is an elected official responsible for governing the district's public high schools, representing community interests, setting policy and strategic direction, and ensuring sound fiscal and educational oversight. Board members act collectively through Board meetings and committees to fulfill the mission of advancing student achievement and the district's strategic goals. Key Responsibilities: In conjunction with the other Board members and based on the recommendations of the Superintendent and administration a Board member will focus on the following topics. Governance & Policy * Work with fellow Board members to adopt and update policies for the proper management and governance of the district's school based on the recommendation from the superintendent. * Ensure compliance with state and federal laws governing public education and open meetings (e.g., Open Meetings Act training requirements). Strategic Leadership * Work with fellow Board members to establish and monitor the district's long-term vision, goals, and priorities in partnership with the Superintendent and community stakeholders. Superintendent & Executive Oversight * Hire, support, and annually evaluate the Superintendent and collaborate on key strategic decisions. * With the guidance of the Superintendent, provide clear direction through policies that guide day-to-day operations. Budget & Financial Stewardship * Work with fellow Board members to approve the annual budget, tax levies, major expenditures, contracts, and financial plans in accordance with Illinois law. * Monitor financial health and support transparent fiscal decision-making that aligns resources with student needs and the Board's Strategic plan. Community Representation & Communication * Serve as a public representative for District 88 residents, communicating Board priorities and listening to community feedback. * Ensure the Superintendent facilitates productive community engagement and maintains open lines of communication with parents, staff, students, and civic groups. Legal & Ethical Compliance * Ensure Board decisions adhere to Illinois Board of Education requirements and School Code provisions. * Uphold ethical standards, respect confidentiality where appropriate, and demonstrate integrity in governance. Expectations & Time Commitment * Attend all regular Board meetings (typically bimonthly) and special sessions as required. * Prepare for meetings through review of agendas and supporting materials. * Participate in Board committees, workshops, and professional development (e.g., Open Meetings Act & PDLT/PERA training). * Engage in community events and serve as a liaison between the district and its stakeholders. Qualifications Required * Board Policy 2:40 - School Board Member must be, on the date of election or appointment, a United States citizen, at least 18 years of age, a resident of the DuPage High School District 88 area for at least one year and registered voter in the State of Illinois. * Board Policy 2:80 - Board Member Oath and Conduct * Commitment to public education, ethical governance, and equitable opportunity for all students. * Ability to work collaboratively and make decisions as part of a Board majority. Preferred * Experience in leadership, policy, finance, education, community service, or related fields. * Strong communication and interpersonal skills. Term & Legal Considerations * Board members serve staggered terms as defined by District 88 election cycles. * Members must complete required training in the Illinois Open Meetings Act and professional development leadership (PDLT/PERA) for board governance and legal compliance. Additional Notes * Board decisions are made collectively; individual members have no legal authority outside of Board actions taken at properly noticed public meetings. * Service is uncompensated - the primary reward is civic contribution and impact on student achievement.

Administration/Director Date Available: 07/01/2026 District 33 Mission: Equip students to become life-long learners who embrace diversity, welcome innovation, and aspire to be catalysts for positive change and growth. District 33 Vision: To be recognized as the school district that fosters: An innovative, rigorous & future-oriented education A culture of equity, diversity & personalized learning Student agency to develop voice, choice, ownership & self-sufficiency Active community partnerships District 33 Core Values: Collaboration Partnerships Equity Student voice & choice High expectations Support for the whole child High levels of engagement Trusting relationships Position Goal: To support student learning, teaching, administrative functions and the District's strategic goals, the Director of Technology provides leadership in all phases of the development and implementation of technology in the District. Position Qualifications In Addition to Those on the Job Description: Knowledge and experience in instructional technology Building Administrator experience District office experience preferred Bilingual in Spanish preferred Commitment to 5 years in this position Administrator Benefits: Medical, dental, and vision insurance (Board paid 70% PPO and 80% HMO) Free life insurance equal to base salary Retirement plan options Board Paid TRS Paid Time Off- 20 vacation days, 3 personal days, 14 sick days Work Schedule: 12 Months, Full Time Starting Salary Range: $131,085 - $140,794 + Board Paid TRS, based on experience Further Information on District 33: West Chicago Elementary School District 33 is a Pre-K through 8th grade system with a Birth to 3 program, Preschool, five elementary schools, and one 6/7/8 middle school. West Chicago Elementary School District 33's population reflects the diverse demographics of West Chicago and portions of Winfield and Wheaton, from which it draws its student enrollment. The overall student population is approximately 3,000. Of that number, approximately 81.1% of the students come from Hispanic origins, 12.3% White, 3.2% Asian/Pacific Islander and 3.2% Black. The Mission of West Chicago Elementary School District 33 is to equip students to become life-long learners who embrace diversity, welcome innovation, and aspire to be catalysts for positive change and growth. Our vision is to be recognized as a school district that fosters: An innovative, rigorous & future-oriented education A culture of equity, diversity & personalized learning Student agency to develop voice, choice, ownership & self-sufficiency Active community partnerships

Temporary Part Time Seasonal Roles The Chicago Public Schools utilizes temporary part-time seasonal support in school-based, network and central office positions. Duties are identified by the hiring manager following the application process. Positions require reliable workers who are able to provide support in areas as requested by administrators. These may include, but are not limited to * Office Support * Duties related to opening and closing out the school day. * Data entry, filing, answering phones and other various clerical duties * Duties associated with supporting overall school operations Physical Requirements Medium Work: Exerting twenty (20) to fifty (50) pounds of force occasionally, or ten (10) to fifteen (15) pounds of force frequently, or greater than negligible up to ten (10) pounds of force constantly to move objects. Physical demands are in excess of those for Light Work. Our vision is that Every Chicago Public Schools student in every neighborhood will be engaged in rigorous, well-rounded instructional program and will graduate prepared for success in college, career and life. Join us and help make this vision a reality.

CLASS TITLE: Lifeguard CHARACTERISTICS OF THE CLASS: Under the immediate supervision of a teacher possessing a valid teaching certificate, ensures the safety of students by constantly monitoring activities in swimming areas to prevent accidents and provide assistance to swimmers, and performs related duties as required. ESSENTIAL FUNCTIONS: Rescues swimmers in danger of drowning, administers first aid and cardiopulmonary resuscitation (CPR) as necessary, cautions swimmers regarding unsafe areas of swimming pools, assists teachers in providing swimming instructions to students, may assist teachers in maintaining order in swimming pool areas, may officiate at swimming meets. DESIRABLE MINIMUM QUALIFICATIONS: Training and Experience. Graduation from high school, or GED equivalent. Previous experience as a lifeguard is highly desirable. Knowledge, Abilities, and Skill. Knowledge of lifesaving and lifeguarding methods and techniques. Ability to effectively administer first aid and cardiopulmonary resuscitation (CPR) to victims requiring such attention, ability to swim and dive proficiently. Demonstrated swimming and diving skills. Certificate Requirements. Must posses valid certification from the American Red Cross in First Aid, Cardiopulmonary Resuscitation (CPR), and Lifeguard Training. Physical Requirements. Medium Work: Exerting twenty (20) to fifty (50) pounds of force occasionally, or ten (10) to fifteen (15) pounds of force frequently, or greater than negligible up to ten (10) pounds of force constantly to move objects. Physical demands include the ability to hear and talk frequently; frequent use of far visual acuity and depth perception; ability to see and distinguish colors; ability to climb, stoop, and bend; ability to reach and handle objects. Constant exposure to wet and/or humid conditions.