Chicago Public Schools jobs - 259 jobs

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

CPS Careers | Search | Apply | Get Hired Posting Date Jul 8, 2025, 10:52:08 AM Central-42 West Madison Street (Law Office) CPS Non-Union Job Grade : S09 Estimated Annual Salary Range 87,000.00 - 115,500.00 Position Type : Non-Union Position Overtime Status Exempt Final salary offers are dependent upon candidate qualifications. 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 Board of Education's Law Department operates under the supervision of the General Counsel, who has divided the Department into the following divisions: Administrative Hearings, Labor, Litigation, School Law, Transactions and Investigations. The Litigation Division has two units: State court litigation and federal litigation. The worker's compensation practice is located within the state court litigation unit; although it frequently interacts with the Board's Talent Department in order to handle claims filed against the Board in the Worker's Compensation Commission. Job Summary Under the supervision of the Deputy General Counsel, with support from the Assistant Deputy General and Senior Assistant General Counsels, the Assistant General Counsel (AGC) will represent CPS in matters pending in the Illinois Workers' Compensation Commission. The AGC will handle workers' compensation cases, working directly with CPS' third-party administrator (CCMSI) to advise on claims handling, strategy, and data analytics, as well as managing related recovery efforts like subrogation and affirmative litigation. The AGC will collaborate and provide guidance to appellate counsel on workers' compensation matters. The AGC will work closely with CPS Talent's workers' compensation manager, CCMSI, and will partner with other stakeholders to coordinate benefits across units. The AGC will provide meaningful counsel to CPS leadership, informing policy decisions and resource allocation. This is a full-time, exempt position that will be paid for time worked on a salary basis. Responsibilities Manage an active workers' compensation caseload, exercising independent judgment on complex issues Provide guidance to other assistant general counsels and staff Provide counseling, advice, guidance, and support across a network of schools and departments Other duties as assigned Education Required Bachelor's degree from an accredited college or university, required Juris Doctorate from ABA-accredited law school, required. Licensed and authorized to practice law in the state of Illinois. Experience Required Minimum of one (2) years of litigation experience, inclusive of internships, externships, and/or clerkships is required Experience practicing and handling worker's compensation cases is strongly preferred Experience in one or more of the following areas is preferred: tort litigation, insurance defense, declaratory actions, breach of contract, and/or collections Knowledge, Skills and Abilities Ability to successfully collaborate with supervisors, attorneys, and staff within the Law Department Ability to develop and maintain professional, client-centered, and productive relationships with diverse groups of CPS departments, schools, and agents Demonstrate a strong work ethic, integrity, sound judgment, initiative, and strong analytical and strategic thinking skills Strong communication skills (speaking - including presentations - listening, and writing) Proven ability to manage a caseload with significant financial and/or reputational exposure Self-motivated with an ability to build trusting relationships with diverse groups of colleagues and clients Strong organizational skills and ability to manage numerous cases and matters simultaneously under pressure Ability to serve as a zealous advocate for CPS while concurrently maintaining the highest standards of integrity Ability to quickly analyze a problem/question and decide the level of importance and when higher level intervention is necessary Ability to define problems, analyze data, and outline valid conclusions and action steps Conditions of Employment 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. Health & Wellness: Your Care, Your Choice Medical Plan Options Pharmacy Vision Behavioral Health & EAP Employee Wellness Program Financial Security: Planning for Today and Tomorrow 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 Competitive paid time off policies Keep in touch to hear about our organization. #J-18808-Ljbffr

The Associate Dean of Graduate Medical Education and OMS-4 Advising is a senior leadership team member reporting to the Dean and Chief Academic Officer of the Illinois College of Osteopathic Medicine at The Chicago School (IllinoisCOM). The role is responsible for establishing comprehensive GME programs, building partnerships with residency programs and teaching hospitals, and providing strategic career advising and residency placement support for OMS-4 students. As a founding leadership position, the Associate Dean will build GME partnerships from the ground up and ensure IllinoisCOM students are competitive for residency placement. POSITION STRUCTURE This position is designed with flexibility to attract exceptional leadership and advance IllinoisCOM's mission. Budgeted at 0.75 FTE, with flexibility to consider full-time or alternative configurations for exceptional candidates. Responsibilities and priorities will be calibrated to ensure impact and success at the agreed appointment level. Travel of 15-20% and some evenings and weekends required for site visits, conferences, and student events. ABOUT THE UNIVERSITY The Chicago School educates the next generation of change-makers in innovative theory and culturally competent practice to strengthen the integrated health of individuals, organizations, and communities. We enroll over 6,000 students across 40+ academic programs culminating in a bachelor's, master's, or doctoral degree or a professional certificate, and our unique approach to impact-focused education has made us a leading nonprofit university for over 45 years. As an employee at The Chicago School, you can become a member of a university community committed to excellence. At The Chicago School, we celebrate individuals of all backgrounds and identities for who they are and what they can contribute. We take pride in hiring and retaining the most dynamic, talented, and passionate professionals who will help us continue to innovate for decades to come. The University is building IllinoisCOM , anticipated to open for its first class of students in summer 2026 with a Mission to train exceptional physicians to leverage the interconnection of physical and mental health to provide compassionate, patient-centered care of the highest quality. KEY RESPONSIBILITIES AND AREAS OF OVERSIGHT Graduate Medical Education Development and Partnerships Establish relationships with GME programs, teaching hospitals, and health systems to create clinical training opportunities and residency pathways. Serve as primary liaison to affiliated ACGME-accredited and AOA-approved residency programs Develop strategic plan for GME affiliations prioritizing osteopathic recognition and mission alignment Negotiate and maintain affiliation agreements with GME programs and sponsoring institutions Lead development of CME accreditation program for IllinoisCOM to serve affiliated programs Assist affiliated institutions in developing new GME programs and provide faculty development support Collect and analyze data on GME partnerships, placement patterns, and program outcomes Represent IllinoisCOM at local, regional, and national GME meetings OMS-4 Career Advising and Residency Placement Develop comprehensive four-year career advising program from orientation through Match Day Provide individualized career counseling on specialty selection, program selection, and application strategy Coordinate ERAS application process including workshops, personal statement review, and MSPE development Develop programming on residency interview skills and maintain comprehensive resource library Coordinate NRMP Match process, rank order list guidance, Match Day activities, and SOAP support Plan OMS-4 scheduling including away rotations and audition rotations aligned with career goals Organize Hospital Day and GME introduction events Build relationships with Program Directors to advocate for students and promote IllinoisCOM Track Match outcomes and residency placement data for program improvement and COCA reporting Academic and Educational Responsibilities Participate in professional development curriculum delivery and career preparation curriculum development Mentor medical students on academic performance and professional growth Deliver faculty development programs for IllinoisCOM faculty, clinical preceptors, and GME affiliates Collaborate on residency-readiness assessments and participate in student assessment activities Administrative Leadership Develop and manage GME office budget and supervise GME staff Establish policies for OMS-4 scheduling, away rotations, letters of recommendation, and MSPE development Ensure COCA compliance and prepare accreditation reports and data analyses Participate in IllinoisCOM leadership and strategic planning Collaborate with Clinical Affairs on site development and with Admissions on placement outcomes communication Implement tracking systems for career interests, application outcomes, and Match results Service and Professional Engagement Represent IllinoisCOM at AACOM and other professional organizations Serve on IllinoisCOM committees and engage with community partners Participate in admissions activities and maintain involvement in professional societies Contribute to osteopathic profession through service to state, regional, or national organizations Scholarship and Research Contribute to institutional research on career development and residency placement Participate in educational scholarship including presentations and publications Stay current with literature and best practices in medical education and GME REQUIRED QUALIFICATIONS D.O. or M.D. from COCA or LCME-accredited medical school Current unrestricted Illinois medical license or eligibility Board certification (or eligibility within 3 years) in AOA or ABMS-recognized specialty Minimum of five years' experience in medical education, including roles such as faculty appointment, program director or associate director, DIO, or student affairs leadership. Demonstrated leadership in academic medicine or medical education PREFERRED QUALIFICATIONS: ACGME/AOA accreditation experience Residency advising or GME development experience Start-up medical school experience Established Chicago GME relationships Experience serving underserved/rural communities COCA accreditation experience Educational scholarship track record SKILLS AND COMPETENCIES Comprehensive knowledge of GME landscape, ACGME requirements, and single accreditation system Understanding of ERAS, NRMP Match, and AOA Match processes Excellent interpersonal skills and ability to build diverse stakeholder relationships Strong advising, mentoring, and independent program-building abilities Strategic planning capabilities and cultural competence Proficiency with databases and educational technology Commitment to osteopathic principles Compensation & Benefits This opportunity is budgeted at $200,000 - $300,000 annually 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.

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.

Chicago Public Schools (CPS) is a district on the rise, serving over 325,000 students in 500 schools and employing over 45,000 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. Aligned with our transformed philosophy, we are steadfastly focused on ensuring that the District provides resources equitably to support every student, every school, and every community. Six core values guide the work we do every day for our students - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Each role in the district supports our vision that every student deserves a rigorous, joyful, and equitable learning experience. Job Summary: The Office of Access and Enrollment (OAE) is responsible for managing the application, testing, selection, and notification process for all district elementary schools, and district and charter high schools. The Student Application Specialist for OAE will report to the High School Student Application Manager and will be responsible for managing a variety of processes and procedures relative to the GoCPS application process. The Student Application Specialist serves as an important liaison between the Application Team and school personnel, and acts as a resource for internal communications and assists Call Center staff and Data Analysts to resolve issues, as needed. This is a full-time, exempt position that will be paid for time worked on salary basis. The Student Application Specialist will be held accountable for the following responsibilities: * Provide support with quality control checks on each database and program * Oversee the high school GoCPS appeals process by reviewing and organizing submitted appeals, escalating cases to the appropriate manager, and drafting response language in collaboration with the Communications Specialist. * Act as a liaison between the Application Team and OAE staff to troubleshoot and problem solve * Conduct presentations and support live trainings and webinars for CPS administrators, school staff, and families. * Identify and implement process improvements to enhance the family application experience * Serve as a primary resource for schools with regard to information requested from parents, Central Office staff, and school staff regarding the application, selection and notification process, and assist in counseling parents regarding schools and programs, including application procedures and policies. Support our Project Manager and Communications Specialist in responding to emails from parents, counselors, and other stakeholders. In order to be successful and achieve the above responsibilities, the Student Application Specialist must possess the following qualifications: Education Required: * High School Diploma and or GED required Bachelor's degree from an accredited college or university preferred Experience Required: * A minimum of five (5) years of professional work experience is required Knowledge, Skills, and Abilities: * Ability to respond accurately, comprehensively, and clearly to questions from parents, public officials, school administrators, and others * Strong written and verbal communication skills * Extremely detail-oriented * Ability to meet deadlines and work under pressure * Strong organizational skills * Ability to multi-task and prioritize work activities to ensure project completion * Self-motivated with high ethical standards * Ability to define problems, analyze data, and outline valid conclusions and action steps * Proficient in the use of Microsoft Excel, Google Sheets, and other database systems. 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.

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 CPS Department of Literacy is committed to increasing equity of literacy outcomes across the district and ensuring that advanced literacy skills serve as a gateway to opportunity for all CPS students. Through the CPS PK-12 Vision for Advanced Literacy, the department sets clear expectations for what literacy learning should look like in our district and outlines the district-wide shifts and key practices we promote and support through universal and differentiated professional learning to ensure students have equitable opportunities to develop advanced literacy skills. Our departmental efforts are aligned with the CPS Instructional Core Vision and the Office of Teaching and Learning strategic priorities. Job Summary: Reporting to the Literacy Manager, the Literacy Content Specialist will collaborate closely with other Content and/or Program Support Specialists to ensure a coherent vision for PreK-12 Literacy teaching and learning is scaled throughout CPS. The primary objective of the Literacy Content Specialist will be to ensure that the support provided by the Office of Teaching and Learning improves the student experience and outcomes aligned to the CPS Instructional Core Vision. Content Specialists will be assigned to grade bands for their primary professional learning work streams, but may have responsibilities on PK-12 strategic priority teams The Literacy Content Specialist will work to enact the CPS PK-12 Vision for Advanced Literacy through leadership on assigned departmental initiatives aligned with Specialists' areas of expertise and educational experience. This is a full-time exempt position that will be paid for time worked on a salary basis. The Literacy Content Specialist will be held accountable for the following responsibilities: * Participate in departmental strategic planning and continuous improvement related to curriculum, instruction, and assessment in alignment with the CPS PK-12 Vision for Advanced Literacy and District priorities outlined in CPS's 5-year Strategic Plan * Contribute expertise to the development of strategic initiatives designed to increase equity of literacy outcomes for Black and Latinx students, multilingual learners, and students with disabilities. * Lead and/or collaborate on assigned work streams aligned to annual Literacy Vision strategic priorities * Contribute to the development of district-wide resources and instructional guidance on key literacy practices including abundant reading of diverse, engaging texts; extensive discussion; engagement in the writing process; rigorous and authentic learning experiences; and creating content in a digital environment * Contribute additional expertise in one or more of the following areas of the CPS Vision for Advanced Literacy: multi-tiered systems of support (MTSS), pathways to post-secondary success, emerging technologies to strengthen communication for striving readers, multilingual learners, and students with disabilities; and/or family and community engagement. * Design and facilitate professional learning for a variety of internal and external stakeholders that deepens their understanding of the CPS Instructional Core and content-specific practices to support it * Ensure professional learning for CPS Network Chiefs/Deputies, Instructional Support Leaders (ISLs), school leaders, central office instructional leaders, external partners, and other educators successfully achieves the following: * Leads educators in developing, implementing, and refining network-specific professional learning plans that ensure district-wide learning is prioritized and supported within each network * Builds their capacity in supporting school leaders and teacher leaders with content-specific learning * Prepares them to lead school-based learning through coaching, team meetings, workshops, etc. * Ensure professional learning for Teacher Leaders successfully achieves the following: * Supports them in effectively contributing to their schools' Instructional Leadership Teams * Builds their capacity to lead their colleagues in content-specific learning and reflection grounded in student learning * Supports their professional growth as antiracist, collaborative, prepared, and responsive educators * Design and facilitate professional learning for adopters of Skyline, the CPS universally available curriculum, including: * Foundational learning to support new Skyline adopters in understanding the philosophy, design principles, components, and systems embedded within the curriculum * Targeted and responsive professional learning to support more experienced Skyline ELA adopters in refining their use of the curriculum to engage students in rigorous and joyful learning * Cross-departmental professional learning tailored to meet the needs of educators adopting Skyline in multiple content areas (e.g., ELA, science, and social science) * Cross-Office collaborations supporting multilingual pathways and the rightful presence of students with disabilities in learning with Skyline ELA * 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 * Contribute to content-specific guidance, resources, and policy to ensure a consistent instructional vision is promoted within and across content areas * Collaborate with other department Content Specialists to support shared initiatives * Maintain content area expertise through staying abreast of current research, practices, and innovation in the field * Other duties as assigned In order to be successful and achieve the above responsibilities, the Literacy Content Specialist must possess the following qualifications: Education Required: * Bachelor's degree in a relevant field of study from an accredited college or university, required * Valid teaching certificate issued by the Illinois State Board of Education (ISBE) with appropriate grade level and content level endorsement is required. (Candidates with a valid out-of-state, reciprocal license will be considered but must obtain ISBE licensure within 6 months of hire.) * LBSI, ESL, or Bilingual Endorsement, preferred * Master's degree in a relevant field of study, preferred Experience Required: * Minimum of five (5) years of relevant professional experience in education, including the following, is required: * Minimum of five (5) years of classroom teaching experience, including English language arts instruction. Experience implementing high-quality, comprehensive ELA curricula, including the Skyline ELA curriculum, is a plus. * Minimum of three (3) years of teacher leadership experience, such as leading school teams in the development of curriculum and assessments, analyzing student performance data, etc. * Minimum of three (3) years working with adult learners, including creating, organizing, and facilitating professional learning experiences to meet the needs of participants. Knowledge, Skills, and Abilities: * Expertise in planning, designing, facilitating, and evaluating professional learning * Success in working with culturally and linguistically diverse student populations; knowledge of culturally and linguistically sustaining language arts instructional practices and pedagogy; familiarity with strategies for supporting English learners, students with disabilities, and students with a wide range of reading and writing skills * Deep knowledge of Literacy teaching and learning instructional best practices * Exceptional organizational skills; ability to effectively manage several work streams simultaneously * Capable of building and sustaining positive, productive relationships with colleagues and stakeholders * Exceptional written and verbal communication skills; comfortable collaborating and communicating across a diverse range of audiences, including network teams, principals, teachers, and support staff * Commitment to CPS Instructional Core Vision * Ability to build consensus and leverage expertise with educators across the district * Excellent technology skills (Google Suite) 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.

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.

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

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.

Student Services/Psychologist Date Available: 26-27 SY Join D33: We are looking for motivated and energized psychologists! District 33 is rich in resources which creates a supportive learning environment for our students. Each building has one psychologist and our middle school has a psychologist for each grade level. In addition, our psychologists attend the ISPA conference annually and meet monthly as a team to talk about best practices. We also have the most current assessment tools and great data systems which allow you to keep track of student's performance. District 33 is rich in resources which creates a supportive learning environment for our students. Each building has one psychologist and our middle school has a psychologist for each grade level. In addition, our psychologist attend the ISPA conference annually and meet monthly as a team to talk about best practices. We also have the most current assessment tools and great data systems which allow you to keep track of student's performance. West Chicago Elementary School District 33 is a Pre-K through 8th grade system. For the 24-25 school year, there will be 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 3,338. Of that number, approximately 80.3% of the students come from Hispanic origins, 12.6% White, 2.2% Asian/Pacific Islander and 3.1% 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 Salary: $55,647.68 (MA-0, Step 1) -$93,174.54 (MA-48, Step 15) (based on education) + $15,000 signing bonus! Benefits include: Medical, dental, and vision insurance Paid Time Off Board Paid $20,000 life insurance policy 403b options Excellent Mentoring program Multitude of professional development opportunities *Bilingual Preferred* Don't have a PEL? That's okay, we can help you earn your PEL if you have a Master's Degree in Clinical Psychology!

Chicago Public Schools (CPS) is a district on the rise, serving over 325,000 students in 500 schools and employing over 45,000 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. Aligned with our transformed philosophy, we are steadfastly focused on ensuring that the District provides resources equitably to support every student, every school, and every community. Six core values guide the work we do every day for our students - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Each role in the district supports our vision that every student deserves a rigorous, joyful, and equitable learning experience. The Office of Sustainable Community Schools (SCS) is located in the Office of College and Career Success (OCCS). OCCS champions postsecondary success and connectedness, and well-being across CPS. The SCS model is rooted in 7 principles: Racial Justice and Equity; Community Self-Determination; Valuing Community Wisdom/Knowledge; Shared Leadership and Collaboration; Authentic Community Engagement; Transparency and Trusting Relationships; and a Whole Child, Whole Community Approach to Education. SCS embodies these principles through 6 pillars: Critical, culturally relevant curriculum; an emphasis on high-quality teaching rather than on high-stakes testing; student-centered, restorative school culture; wraparound support; authentic parent engagement; and shared leadership. Job Summary: Reporting to the Director of Community Schools, the Manager of Sustainable Community Schools (SCS) Professional Development (PD) will work in collaboration with the SCS Taskforce professional learning subcommittee by leading the expansion and differentiation of professional learning of SCS partners: community organizations and Lead Partner staff, students, parents, teachers, administrators, school staff, and district staff. The Manager, SCS PD will facilitate the planning, co-creation, and implementation of popular education and professional development for the SCS initiative and ensure that all SCS PD is aligned to the principles and pillars of Sustainable Community Schools. This position will serve as a resource to other school and partner staff. The Manager, Sustainable Community Schools (SCS) Professional Development (PD) will be held accountable for the following responsibilities: * Collaborate with the Professional Learning (PL) subcommittee to design long and short-term PD plan for SCS in all phases (i.e both current and beginning SCS). * Co-chair the SCS Professional Learning Subcommittee. * Co-lead the planning and coordination for the SCS Full Cohort Professional Developments during the school year and at the Summer Institute. * Act as a liaison between CPS, CTU, and SCS Task Force. * Build strong relationships with SCS educators and cohort principals. * Supervise, develop, manage performance, and support the SCS PD team. * Establish partnerships with CPS departments, community organizations, institutions of higher education, and other entities to expand and broaden professional learning for the SCS community. * Establish support and planning between SCS Full Cohort PD's and share additional PD opportunities with lead partner agencies, educators, youth, and families. * Support SCS PD Coordinators as they support educators in curriculum development of critical, culturally relevant pedagogy. * Keep current on new critical, culturally relevant pedagogy and curriculum implementation. * Plan and coordinate regular and ongoing professional learning and popular education for the SCS team based on needs in the SCS community and individual needs of the team. * Develop and facilitate professional learning and popular education of CPS staff and schools engaged in other community school models (i.e. 21st Century, Full-Service) in order to streamline these to the SCS model, particularly to pillars 1 and 2. * Lead the development and implementation of SCS' Authentic Assessment pilot, in conjunction with the CPS Assessment Sub-Committee. * Build strong relationships with SCS educators and cohort principals. * Support principals and SCS PD coordinators in providing time and resources to consistent and high-quality PD focused on pillars 1 and 2 in their school communities. * Attend occasional SCS Leadership Team meetings at SCS cohort schools along with SCS Program and PD Coordinators. * Maintain a record of all SCS Professional Developments, materials, and evaluations. * Compile and manage a record of curriculum materials for the SCS Cohort schools. * Develop, maintain, and manage the budget for SCS professional learning. * Other duties as assigned In order to be successful and achieve the above responsibilities, the Manager of Sustainable Community Schools Professional Development must possess the following qualifications: Education Required: * Bachelor's degree from an accredited college or university required; Bachelor's Degree in Education preferred Experience Required: * Minimum of five (5) years of relevant work experience teaching in K-12 education spaces and/or planning, coordinating, and facilitating professional development and/or training in an Education setting * Minimum of two (2) years of experience leading diversity initiatives, advocating for underrepresented groups, or volunteering with organizations focused on social justice issues * Minimum of two (2) years in leadership guiding community partners, teachers, students, and parents to achieve community-driven goals, including inspiring and motivating people to work together towards a common vision. * Experience developing and facilitating critical, culturally relevant curriculum to youth and adults * Experience collaborating with different partners (i.e. students, parents, community members) to co-create lessons, professional development, etc. * Experience leading successful teams Knowledge, Skills, and Abilities: * Ability to commit to the Sustainable Community Schools (SCS) vision, values, principles, and pillars, ensuring alignment with both CPS's broader mission and the unique goals of SCS * Knowledge and understanding of the social, political, and economic origins of the U.S. and the ways these impact education and schooling * Deep knowledge and understanding of critical, culturally relevant, and culturally sustaining pedagogies * Knowledge of state and district curriculum, assessment, and testing mandates * Knowledge of Chicago's diverse neighborhoods, including an understanding of the unique strengths, challenges, and community assets that impact schools and families * Values and honors the knowledge, wisdom, and contributions of community members, including elders, youth, parents, and working people * Knowledge and experience co-creating learning with multiple partners (students, teachers, administrators, parents, community members) * Ability to learn from and collaborate with those they supervise, recognizing that leadership is strengthened through collective participation and shared decision-making. * Strong coaching, mentorship, and professional development skills, with the ability to guide individuals and teams in their growth across various settings * Demonstrates a commitment to the collective well-being by prioritizing the needs of the community over individual interests * Open to learning, new ideas, and feedback; willing to listen, self-reflect, acknowledge mistakes, and grow from experiences 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.

Founded in 1979, The Chicago School is an independent professional graduate school with a dynamic student body and a professionally accomplished faculty. Our curriculum and training opportunities prepare graduates to deliver outstanding professional services emphasizing the ability to understand and work with diverse populations. Position Summary: The Doctorate in International Psychology Program (Online Campus) at The Chicago School is currently seeking qualified professionals to serve as Dissertation Readers. The Dissertation Readers support the dissertation students providing expertise, knowledge, and/or resources. Besides the dissertation chair, readers review the dissertation proposal and the full dissertation and give approval. Principal Duties: The reader's role is to contribute a new lens to the dissertation process. This lens is used from the initial sketch of the dissertation proposal through the final drafts of the dissertation. Readers often act as polishers; they help to refine the scope of the literature review or redesign the methodology. The readers put their stamp of approval on both the dissertation proposal and final draft. As such, any major changes the students make to the proposal or final product (e.g., number of subjects, design, or scope of study is changed) will need to be approved by the readers. Dissertation students will seek clarification on whether readers prefer to review the incorporated edits before the process continues or trust the dissertation chair and student to address the requested revisions independently. Readers are expected to maintain regular communication with both the dissertation chair and the students. While upholding high academic standards is crucial, it is equally important to provide feedback in a constructive manner that fosters learning and empowers students to progress with confidence. In this role, dissertation readers provide critical feedback and thorough evaluations of dissertation manuscripts to support graduate students in achieving academic excellence. The ideal candidate will possess strong analytical skills, excellent academic writing expertise, and a passion for mentoring and guiding students through the dissertation process in the field of international psychology. Position Qualifications: Doctoral degree in Psychology preferable but not required Exemplary professional experience Engagement in research and scholarship (preferred) Disclaimer: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities from time to time, as needed. This job posting, and all others for adjunct faculty roles with The Chicago School, are posted as “evergreen” roles. This means that there is usually an ongoing need for departments to hire 1-2 adjuncts each semester (usually for teaching specialized topics), and they prefer to keep a running pool of applicants to select from when the need to hire arises. Given this information, please note that your application to our evergreen roles will be reviewed on an as needed basis and you may not hear back immediately. If you would like an update on your application status, you can email ********************************. We sincerely appreciate your interest in working with us and hope this won't deter you from continuing to submit your application for any current or future roles you may be interested in. Compensation & Benefits This opportunity is budgeted at $1,124-1,540 per credit and may vary per course with student enrollment. 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.

Chicago Public Schools (CPS) is a district on the rise, serving over 325,000 students in 500 schools and employing over 45,000 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. Aligned with our transformed philosophy, we are steadfastly focused on ensuring that the District provides resources equitably to support every student, every school, and every community. Six core values guide the work we do every day for our students - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Each role in the district supports our vision that every student deserves a rigorous, joyful, and equitable learning experience. The Office of Early College & Career Education (ECCE) provides access and support for rigorous, college-level, hands-on, and career-focused courses; facilitates the design and implementation of high-quality STEM learning environments; and establishes high school-to-employment pipelines that advance students' postsecondary success through earned college credit, professional credentials, and soft skills needed to succeed in college, civic life, and the 21st-century labor market. This includes leading the district's efforts in Career and Technical Education (CTE), early college-including dual credit, dual enrollment, and STEM programming at CPS' 12 Early College STEM Schools (ECSS), Computer Science education, and work-based learning. Career and Technical Education (CTE) and Computer Science (CS) programs at Chicago Public Schools (CPS) are part of the department of Early College and Career Education (ECCE) within the Office of Career and College Success (OCCS). The Chicago Builds program allows students from across the city to participate in career-focused instruction in the skilled trades over two years at one central location as a half-day program. Job Summary: The Department of Commerce and Economic Opportunity (DCEO) Data Entry Support part-time/temporary position will play a vital role in supporting the operational efficiency of the program by supporting data entry responsibilities related to the Illinois Works Pre-Apprenticeship Program, funded by the Illinois Department of Commerce and Economic Opportunity (DCEO). This position is primarily responsible for the timely and accurate entry of participant information, programmatic and service data, and outcome metrics into the Illinois Works Reporting System (IWRS). The DCEO Data Entry Support role will also verify data accuracy and ensure compliance with reporting standards. This role is essential to the successful implementation, evaluation, and overall delivery of the Illinois Works Pre-Apprenticeship Program. This part-time/temporary position will be compensated for time worked on an hourly basis. The work schedule for this role will consist of an estimated 20 hours per week for an anticipated period of 10 months, beginning January 2026 and ending October 2026. Due to the part-time/temporary nature of this work, this is not a benefit-eligible position. This role will report to the Program Manager of Early College and Career Education. In order to be successful and achieve the above responsibilities, the DCEO Data Entry Support part-time/temporary Role must possess the following qualifications: * Maintain accurate and up-to-date records in the Illinois Works Reporting System (IWRS), covering participant demographics, service delivery logs, and outcome metrics. * Regularly review and verify data sets to ensure they are complete, consistent, and fully compliant with Illinois Works program guidelines. * Partner with program staff to gather necessary information and investigate/resolve data discrepancies or errors. * Produce scheduled and ad-hoc reports to assist leadership in program monitoring, performance evaluation, and compliance audits. * Uphold the highest standards of data security and confidentiality, strictly following organizational policies and data protection laws. * Other duties as assigned In order to be successful and achieve the above responsibilities, the DCEO Data Entry Support part-time/temporary role must possess the following qualifications: Education and License Required: * Associate's degree from an accredited college or university is required * Bachelor's degree is preferred Experience Required: * Minimum of two (2) years of professional experience working in collaboration with an educational institution supporting a database platform is required * Experience with overseeing grant compliance, reporting and outcome tracking is preferred Knowledge, Skills, and Abilities: * Proficiency in basic computer operations, Microsoft Office applications, and Google Suite * Strong written and verbal communication skills * Solid understanding of data entry processes and data organization * Effective planning, time management, and resource coordination abilities * Excellent interpersonal skills and the ability to work collaboratively with diverse teams 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.

Chicago Public Schools (CPS) is a district on the rise, serving over 325,000 students in 500 schools and employing over 45,000 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. Aligned with our transformed philosophy, we are steadfastly focused on ensuring that the District provides resources equitably to support every student, every school, and every community. Six core values guide the work we do every day for our students - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Each role in the district supports our vision that every student deserves a rigorous, joyful, and equitable learning experience. The Office of Student Health and Wellness (OSHW) manages a variety of services to meet the health needs and requirements of students and their families. The OSHW provides vision and hearing screening, referrals and case management for over 207,850 students each year to help address vision and hearing-related barriers to learning. Job Summary: The OSHW is seeking qualified candidates certified by the Illinois Department of Public Health to join our team of Audiometric and Vision Screening Technicians. As a Technician, the selected candidate would contribute as part of a team to 1) schedule; 2) conduct vision and hearing screenings; 3) document screening results electronically, and 4) provide written referrals for case management and medical examination. This is a paraprofessional and school-related personnel (PSRP) position represented by the Chicago Teachers Union Local 1 American Federation of Teachers, AFL-CIO (CTU). This position will report to the Director of OSHW. Most students will receive a vision and hearing screening at their local school by an Audiometric and Vision Screening Technician, certified by the Illinois Department of Public Health, who is assigned to the school building. Some students may receive screening services at established clinic locations. Vision Screenings are required annually for students in Pre-K, K, 2nd, and 8th Grades. Hearing Screenings are required annually for students in Pre-K, K, 1st, 2nd, and 3rd Grades. Both vision and hearing screenings are required for students who are new to the District, students being evaluated for an Individualized Education Program (IEP), and students with a 504 Plan or IEP. Students in a Head Start early childhood classroom must receive vision and hearing screening within 45 days of the first day of attendance. The Audio and Vision Screen Tech will be held accountable for the following responsibilities: * Coordinate with the assigned school designee to plan and organize schedules to ensure delivery and documentation of screening services according to state and federal timelines. * Conduct hearing screening and threshold testing according to the guidelines established by the Illinois Department of Public Health's Manual for Audiometric Technicians and Programmed Instruction Threshold Procedures. * Conduct vision screenings according to the guidelines established by the Illinois Department of Public Health's Vision Screening Manual. * Provide all students in a Head Start early childhood classroom with an initial vision and hearing screening within 45 days of the first day of attendance. * Provide all students participating in MTSS/Response to Intervention (RtI) with vision and hearing screening prior to initial evaluation for special education services. * Provide all students who have a 504/IEP with an initial vision and hearing screening annually. * Provide all students in mandated grades and all students new to Illinois with an initial vision screening (PreK, K, 2, 8) and/or hearing screening (PreK, K, 1, 2, 3) annually. * Provide a second vision screening and/or second hearing screening (with threshold test when indicated) approximately 10 days following the initial screen for all students failing an initial screen. * Enter student-level data related to vision and hearing screening using the Board's electronic student information system. * Provide a written referral for case management and medical examination for all students meeting the referral criteria established by the Illinois Department of Public Health. * Participate in periodic continuing education and in-service programs as scheduled. * Respond professionally to all student, parent, or school questions and concerns. * Perform other duties as assigned. In order to be successful and achieve the above responsibilities, the Audio and Vision Screen Tech must possess the following qualifications: Education Required: * High school diploma or G.E.D equivalent is required * The following valid, current certifications from the Illinois Department of Public Health are required: * Hearing Screening Technician Certification * Vision Screening Technician Certification * Completion of two years of college at an accredited college or university is preferred Experience Required: * Experience working consultatively and collaboratively with a team of professionals * Experience managing multiple tasks at once in a fast-paced environment * Experience working with students and families of culturally diverse backgrounds * Experience providing vision and hearing screening services in a school-based or pediatric setting preferred * Experience using an electronic student information system or electronic medical record system preferred Knowledge, Skills, and Abilities: * Demonstrated proficiency in conducting vision and hearing screening using approved screening equipment as indicated by certification from the Illinois Department of Public Health. * Knowledge of state and federal procedures and timelines related to vision and hearing screening. * Ability to efficiently plan and organize schedules to ensure delivery and documentation of screening services according to state and federal timelines. * Ability to lift and carry up to twenty (20) pounds of force occasionally and up to ten (10) pounds of force frequently. Requires walking, standing, sitting and bending to a significant degree. * Some knowledge using Microsoft Office suite (i.e. Excel, Word, etc.) and Google Apps for Education (i.e. Gmail, Calendar, Drive, etc.) preferred. * Strong oral and written communication skills. * Ability to speak another language is preferred. 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.

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.

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?

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.