Teacher assistant jobs in Urbana, IL

Full-time and Part-time Opportunities - Teacher Assistant Apply now to join our therapeutic day school team that empowers students with emotional and behavioral challenges to have successful experiences in school, at home, and in the community. Circle Academy, a non-public special education school serving youth ages 5-21, has locations in Champaign County and Vermilion County. We are currently hiring Teacher Assistants for the Urbana and Rossville location. Position Overview The Teacher Assistant contributes to the educational experience by supporting certified special education teachers and students in the classroom environment. The Teacher Assistant will help create a structured, nurturing classroom that fosters academic and social growth. ISBE Para-Professional license is required, and previous experience in a school setting is preferred. Successful Teacher Assistants enjoy working in a collaborative, team-oriented environment. Bilingual candidates are strongly encouraged to apply. Prospective Teacher Assistants must be at least 21 years old, have excellent written and oral communication skills, and be able to maintain our clients' confidentiality. Candidates must also submit to a pre-employment physical and background check. We offer great benefits and opportunities for professional growth and personal fulfillment. Salary is based on education and experience, depending on the school location. We are committed to the values of spirituality, teamwork, integrity, and respect. Circle Academy Urbana $18.57 - $34.31 per hour Circle Academy Rossville High School Diploma or Associate Degree: $16.77 - $27.23 per hour Associate's Degree: $18.78 - $30.46 per hour Bachelor's Degree: $19.96 - $32.26 per hour

URBANA SCHOOL DISTRICT #116 TITLE: UPD SPLASH!! (DPW) After School Program Teacher SUPERVISOR: This position reports directly to the Program Coordinator, building administration, and Director of Grants. JOB SUMMARY: The UPD SPLASH!! (DPW) After School Program Teacher is responsible for establishing a developmentally appropriate learning environment. The mission of the program during the session is to assist students in catching up on academics while also providing enrichment and recreational activities. ESSENTIAL FUNCTIONS: To perform this job successfully, the individual must be able to perform each essential function satisfactorily: Prepare lesson plans and implement them to provide a developmentally appropriate classroom environment that assists students assigned to the classroom with achieving specific education goals. Create a classroom environment that is welcoming to all students and supports the school mission statement. Develop and implement general classroom procedures, goals, schedules, and behavior expectations for students. Plan and implement activities inside and outside of the classroom that expose the students to a variety of experiences to broaden the students' perspective, such as field trips, cooking activities, and experiments. Review, develop, and requisition materials for the classroom. Meet all requirements for classroom teachers as outlined by the Program Coordinator and building administration. Minimal Educational Requirements: Bachelors' Degree from an accredited college or university, with certifications and endorsements as applicable. Experience: Classroom experience preferred. Prior experience working in an After School Program, preferred but not required. Internal applicants only. Licenses/Credentials: Valid Illinois Teaching License with the appropriate endorsement or a Long Term Sub in Urbana SD 116. Other skills and abilities: Ability to assess children and knowledge of childhood development. Ability to communicate and work effectively on a collaborative team. Ability to effectively work with students with a history of behavioral, social/emotional and/or developmental disabilities. Knowledge of trauma-informed practices and responses. Terms of Employment: This is contingent on the continuation of grant funding. Daily hours dismissal - 5:00, three days a week(Tuesday-Thursday) (October 28, 2025 - April 30, 2026) Position is for After School Programming only when the program is in session. Attendance at an orientation meeting is expected prior to the start of this program. This position is for current USD #116 employees only This position is not part of the collective bargaining unit and is not administrative in nature. Preference given to internal building staff and will be open to district staff to help fill positions. Hourly Position - $32/hour Start Date: 10/21/25 Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on evaluation of professional personnel. AN EQUAL OPPORTUNITY EMPLOYER Created: September 2025

Job Title: Learning Behavior Specialist 1 (LBS1) Reports Building Principal/Building Lead FLSA Status: Exempt The Learning Behavior Specialist 1 (LBS1) is responsible for providing specialized instruction and support to students with identified disabilities in accordance with Individualized Education Programs (IEPs) and applicable state and federal laws. The LBS1 collaborates with general education teachers, related service providers, and families to promote student academic, behavioral, and social-emotional growth in the least restrictive environment. Key Responsibilities Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with IDEA and state regulations. Provide direct specialized instruction, accommodations, and modifications tailored to students needs. Collaborate with general education staff to adapt curriculum, instruction, and assessments. Utilize evidence-based strategies to address academic, behavioral, and social-emotional goals. Administer formal and informal assessments to track progress and adjust instruction. Participate in IEP meetings, parent conferences, and professional development. Maintain accurate records and required documentation in compliance with district and legal requirements. Support and monitor students in inclusive and special education settings. Implement behavior intervention plans (BIPs) and positive behavior supports. Foster a safe, inclusive, and respectful classroom environment. Qualifications Valid Illinois Professional Educator License (PEL) with LBS1 endorsement. Knowledge of special education laws, IEP development, and progress monitoring. Strong communication, collaboration, and organizational skills. Experience with differentiated instruction and evidence-based interventions. Ability to work effectively with students from diverse backgrounds and with varying needs. Preferred Qualifications Experience with assistive technology, augmentative communication devices, or adaptive curriculum. Training in behavior management strategies (e.g., CPI, PBIS). Familiarity with data-driven instructional planning. Working Conditions School-based setting, following the district calendar. May require lifting, positioning, or physically assisting students. Participation in meetings, professional development, and occasional after-school events.

Brightpoint invites you to join our team of mission-driven staff who share a common vision: an equitable world where all children and families thrive in strong communities. As a leader in the human services sector for 140 years, we aim to advance the well-being of children by investing in families and strengthening communities through data-informed, collaborative, and preventative solutions. The Early Childhood Teacher is a critical member of the Scott Early Learning Center team, using Head Start, Early Head Start, and Creative Curriculum to enhance the physical, emotional, and cognitive growth of children through play and hands-on experiences. As an Early Childhood Teacher, you will develop individualized lesson plans and meet with parents to support the best outcomes for your students. As an Early Childhood Education Center with NAEYC accreditation and ExceleRate Gold Circle of Quality designation, you'll be proud to be part of the Scott Early Learning Center team, and with our cohesive team style and supportive, high quality supervision, you'll look forward to coming back each day. Candidate qualifications: For Teacher 0-3 year olds: Associate's Degree in Child Development or a closely related field with 18+ hours of ECE credits required OR Child Development Associate Credential (CDA) and enrollment in a college program in Child Development, Early Childhood Education, or closely related field with at least 30 credit hours completed, including 12 hours in Early Childhood Education. Ability to obtain an Illinois Gateways to Opportunity Early Childhood Education Level 4 credential within 12 months of employment required. Ability to obtain an Illinois Gateways to Opportunity Infant Toddler Level 4 credential within 12 months of employment required. A minimum of 1 year experience working with children and/or families required. For Teacher 3-5 year olds: Associate's Degree in Child Development or a closely related field with 18+ hours of ECE credits required OR Child Development Associate Credential (CDA) and enrollment in a college program in Child Development, Early Childhood Education, or closely related field with at least 30 credit hours completed, including 12 hours in Early Childhood Education. Ability to obtain an Illinois Gateways to Opportunity Early Childhood Education Level 4 credential within 12 months of employment required. A minimum of 1 year experience working with children and/or families required. (Candidates without the required degree/credentials may be considered with an approved educational plan). Job details: Compensation: Salary range is between $42k-$46k; offers are commensurate with experience and bilingual candidates may receive additional compensation. The salary range provided represents our current estimate for this role at the time of posting and is subject to change. The final salary will be determined based on a range of factors, including but not limited to, a candidate's relevant experience, education, qualifications, skills, certifications, and alignment with organizational needs. We are dedicated to fair and equitable compensation practices and are committed to fostering a diverse workforce while providing equal opportunities for all candidates. Benefits: Medical/dental/vision insurance, three scheduled weeks of paid time off each year (Spring, Summer, Winter), and additional flexible paid leave that accrues based on tenure; 11 paid holidays, supplemental insurance options, 401(k) with match, (more benefit details here). Location: Classroom setting (Scott Early Learning Center). Schedule: Full-time, salaried; center is open Mon-Fri, 7:30am-5:30pm; assigned shifts will vary. Student Loan Forgiveness: Brightpoint is an approved agency for Public Service Loan Forgiveness (PSLF).

Childcare Floater Kids N Fitness - South is a licensed childcare center seeking Floaters to support the following age groups: Preschool To be QUALIFIED for this position, we require a high school diploma OR GED and the ability to pass all background checks. A plus if you have previous childcare experience! Required Shift: Monday - Friday, Full time hours based on the need of the center Compensation: $17-$18 per hour, based on education and experience We are a family-oriented, close-knit organization and we have a lot to offer our next team member including: Competitive Pay Paid Trainings, including Enhanced Career and Professional Development Generous Benefits Package, including Dental, Medical, and Vision Insurance 401k with Match Discounts for Childcare Fun and Positive Place to Work Open Door Policy Shirts and Swag - we love to show appreciation for our teachers! Our Hiring Process: Resume screen Phone screen with recruiter (30 minutes) On-site interview with Center Director (30-60 minutes) Q&A Classroom observation Offer Main Job Responsibilities: Assist the lead teacher with all aspects of the classroom in a manner consistent with the philosophy and goals of the center. Implement activities that encourage each child's growth in the areas of emotion, social, cognitive, creative, and physical development. Take direction, accept constructive criticism, and feedback, and make improvements and changes as necessary for the betterment of the quality of the program. Create and maintain an environment that is clean and safe for all children. Establishing a professional level of rapport with each family to provide quality care for the children. Physical ability to work around small children including sitting, standing, walking, running, and climbing stairs. Ability to lift and carry up to 40 lbs. and fulfill all physical requirements of the role. If you have a positive attitude, love working with children and desire to work in a fun and professional environment, we encourage you to apply today! Kids N Fitness is an Equal Opportunity Employer. We embrace and celebrate diversity and inclusivity. We do not tolerate any kind of discrimination in our hiring processes against any groups protected by federal, state, or local law. #PECEPEDU2

The University of Illinois at Urbana-Champaign (********************* and the Department of Health and Kinesiology (************************** located in the College of Applied Health Sciences, seek to hire a dynamic faculty member with a background in Kinesiology or related fields. This is an in-person, full time, 9-month, non-tenure track position at the rank of Teaching Assistant Professor or Teaching Associate Professor (commensurate with experience). Appointment at the rank of Teaching Associate Professor requires candidates to meet the University's expectations for promotion to this rank. The candidate will teach a wide variety of in-person and online courses for both undergraduate and graduate students. Primary areas of teaching interest include Physical Activity, Nutrition, and Health; Foundations and Careers in Kinesiology; Musculoskeletal Anatomy; Motor Development and Control; Contemporary Issues in Sport; Research Methods in Health and Kinesiology; and other courses based on department needs. In addition to teaching, the successful candidate will also have a small amount of time allocated to research and service responsibilities. Qualifications Required: Successful candidates must have a PhD or equivalent degree in Kinesiology or a related field. Preferred: * Demonstrated experience in teaching at the university level, in-person and/or online instruction * Strong communication skills and ability to explain complex concepts clearly to students. * Experience with Canvas learning management system or comparable e-learning platforms * Ability to supervise teaching assistants * Demonstrated involvement in scholarly activity, such as publications or presentations in kinesiology or related fields * Experience working with students from diverse backgrounds and a commitment to fostering inclusive learning environments * Ability and interest in interdisciplinary collaboration Salary: Compensation will be commensurate with the candidate's experience, with a 9-month budgeted salary range for the position is $75,000 to $85,000 at the Teaching Assistant Professor level and $80,000 to $90,000 at the Teaching Associate Professor level. Although this is a 9-month appointment, salary is paid out over 12 months. The position includes an attractive benefits package. Responsibilities The successful candidate will: * Teach undergraduate and graduate courses in the Department of Health and Kinesiology with an estimated teaching load of six courses a year * Oversee and coordinate teaching assistants in large-enrollment courses * Develop, update, and deliver course content using inclusive, evidence-based teaching strategies across in-person and online modalities * Contribute to the department's curriculum development, innovation, and program assessment efforts as requested by the department * Engage in scholarly activities related to kinesiology or related field * Assist in advising and mentoring students, supporting their academic, professional, and personal development * Participate in service activities within the department, college, university, possibly including committee work, outreach, and student engagement initiatives * Foster a learning environment that supports diverse student populations and promotes an enriched, inclusive learning experience. Appointment Information The expected start date is August 16, 2026. Application Procedures & Deadline Information To apply, create a candidate profile at ************************ and select the position for which you are applying (********************************************************************************* then upload all required documents, including: * Cover letter * Curriculum vitae * Teaching statement (up to two pages) * A list of names, e-mail addresses, and phone numbers for at least three references. Candidates will be informed before references are contacted. To ensure full consideration, applications must be completed and received by 6PM (CST), Monday, 24 November 2025. Review of applications will begin immediately afterwards. However, the position will remain open until filled. Requisition ID: 1033406 Apply at: ************************ For additional information, please contact Search Committee Chair, Assistant Professor Emerson Sebastião at *********************. General Information: The Department of Health and Kinesiology (HK, ************************** The mission of the Department is to advance and disseminate knowledge related to health, rehabilitation, and human movement using an interdisciplinary approach. Through the integration of high-quality research, instruction, and outreach programs, faculty scholars within HK are leading initiatives that address pressing concerns of our diverse society such as prevention and management of chronic disease as well as maintenance of health and well-being across the lifespan. HK hosts a diverse group of faculty, students, and staff (*********************************** working and learning in a collegial and collaborative environment. HK offers BS degrees in Community Health, Interdisciplinary Health, and Kinesiology; MS and PhD degrees in Community Health and Kinesiology; Master of Public Health (MPH), Master of Health Administration (MHA), and Master of Science in Health Technology (MSHT). More than 1,700 undergraduate and 200 graduate students are enrolled in the Department. Most undergraduate students continue their education in professional allied health or graduate degree programs, and most doctoral graduates attain positions in academia or industry. The recently renovated Freer Hall Lab includes a variety of new laboratory space totaling ~38,000 feet that includes several wet and dry space laboratories, office spaces for students and faculty, and common areas designed for meetings and collaboration. The research laboratories include two biochemistry and cell culture laboratories, equipped with centrifuges, biosafety cabinets, chemical fume hoods, incubators, -20 degree Celsius freezers, flammable refrigerators, water purification system, and lab benches with vacuum and compressed air connectors. The three biospecimen collection sites include phlebotomy chairs and hospital beds designed for long-term studies. The metabolic testing laboratory is equipped with an isokinetic dynamometer for measuring muscle strength (HUMAC Norm), two treadmills, and a metabolic cart (Parvo). There is also a body composition lab equipped with several ultrasound machines and a DXA for measuring body composition. Other facilities include a fully equipped metabolic kitchen and an observation room. The College of Applied Health Sciences (AHS, ************************** The mission of AHS is to promote culturally relevant individual and community health and well-being across the lifespan, facilitate optimal living with disability, and foster the development of livable communities in a diverse society through learning, discovery, and engagement. The College enrolls 2,234 undergraduates and 408 graduate students in its three academic departments: Health & Kinesiology (************************** Recreation, Sport & Tourism (************************** Speech & Hearing Science (************************** Each department is highly ranked in national surveys. Within AHS are also the Center on Health, Aging and Disability (CHAD); the Division of Disability Resources and Educational Services (DRES); and the Chez Veterans Center. Our college has documented strengths in the study of lifestyle behaviors such as exercise and nutrition, lifestyle interventions, microbiome, aging, human performance, falls and fall prevention, assistive technologies to improve communication, brain imaging, and community and organizational development. We recently dedicated a new College research facility, the McKechnie Family LIFE Home. The University of Illinois Urbana-Champaign (UIUC, *********************: Established in 1867, UIUC is a land-grant, Research 1 institution that has established an international reputation as an educational community ideally suited for excellence in scholarship and research across the academic spectrum. Illinois is a recognized leader in national and international education. With an international student enrollment of over 12,000 in 2024-25, Illinois ranks second in the nation among public colleges and universities and includes students from over 120 countries. More than 1,600 students studied abroad in 2024-25, and around 300 programs are offered each year in 50 countries around the globe. The University is home to internationally recognized facilities and interdisciplinary programs including: Institute for Genomic Biology (*********************** Beckman Institute (****************************** National Center for Supercomputing Applications (************************ Division of Nutritional Sciences (****************************** Neuroscience Program (*********************************** The Illinois Health Sciences Institute, Center on Social and Behavioral Sciences, and the Discovery Partners Institute (located in Chicago) offer many research support services and outreach opportunities to healthcare systems such as Mayo Clinic, OSF HealthCare, and Carle Hospital, industry, and community. The Beckman Institute for Advanced Science and Technology offers opportunities for affiliation or formal appointment (including laboratory space) with several relevant research groups including Brain Connectivity and Networks, and Neurotechnology for Memory and Cognition, among others. The Biomedical Imaging Center supports new 7T human and 9T small animal magnetic resonance imagers. Innovative interdisciplinary graduate programs in neuroscience and nutrition offer opportunities for collaboration and student recruitment. The Cancer Center at Illinois initiates and harnesses the combined power of engineering and basic sciences to transform cancer research, detection, and treatment. The National Center for Supercomputing Applications is a leader in advanced computing, software, data, networking, and visualization resources. These resources and more provide a fertile environment for cutting-edge health technology research. With an undergraduate enrollment of 35,000 and a graduate enrollment of over 20,000 students in more than 100 disciplines, Illinois is among the top five universities in the country in the number of earned doctorates awarded each year. The quality of our students is very high. We are leaders in technology and our employee and alumni innovations have been extraordinary. YouTube, Netscape, medical MRI screening, the LED, and the plasma screen used in televisions and computers are just a few discoveries created by our faculty and alumni. In response to the COVID-19 pandemic, UIUC led all universities with a novel and aggressive non-invasive saliva testing program which served as a model for the country. The University of Illinois offers generous employee benefits including health insurance and retirement programs. In addition, we also offer our employees tuition waivers and other development opportunities for personal and professional growth, including a Dual Career Academic Couples Hiring Program. We value our employees and seek to foster an inclusive workplace. The Champaign-Urbana Community: Home of the University of Illinois flagship campus, Champaign-Urbana (******************************************* is a 'micro-urban' community (****************************** with a population of ~226,000 in the metro area located in east central Illinois. It is conveniently located between Chicago, Indianapolis and St. Louis and has its own airport and train service. Combining natural Midwest beauty and cultural resources typically found in much larger metropolitan areas, Champaign-Urbana is friendly, livable, easy to navigate, affordable and has an excellent public-school system. There is a 'work-life' balance here that gives faculty ample time for both scholarship and family pursuits devoid of the hassles of large city life. The average commute time is less than 15 minutes. The Champaign-Urbana area offers a range of businesses, recreation, and culture unmatched by other communities its size, due in large part to the presence of the University of Illinois. Whether you're looking to raise a family, enjoy the outdoors, partake in a variety of cultural activities, enjoy the excitement of Big 10 sports, or become part of the University of Illinois community, Champaign-Urbana has something to offer you. The University of Illinois has an active and successful dual-career partner placement program and a strong commitment to work-life balance and family-friendly programs for faculty and staff (***************************************************************** The University of Illinois offers a very competitive benefits portfolio, depending on the position. Click for a complete list of Employee Benefits. The University of Illinois System is an equal opportunity employer, including but not limited to disability and/or veteran status, and complies with all applicable state and federal employment mandates. Please visit Required Employment Notices and Posters to view our non-discrimination statement and find additional information about required background checks, sexual harassment/misconduct disclosures, and employment eligibility review through E-Verify. Applicants with disabilities are encouraged to apply and may request a reasonable accommodation under the Americans with Disabilities Act (2008) to complete the application and/or interview process. Accommodations may also be requested on the basis of pregnancy, childbirth, and related conditions, or religion. Requests may be submitted through the reasonable accommodations portal, or by contacting the Accessibility & Accommodations Division of the Office for Access and Equity at ************, or by emailing accessibility@illinois.edu. Requisition ID: 1033406 Job Category: Faculty Apply at: *************************

Elementary School Teaching Date Available: 08/2025 Additional Information: Show/Hide 500.033 TITLE: Certified Secondary Teacher QUALIFICATIONS: * Illinois State certificate in the teaching field qualifying the teacher to teach at the secondary level. * Bachelor's Degree * Ability to function effectively as a member of the school staff. * Such other requirements as the Board may establish. REPORTS TO: The Secondary Building Principal SUPERVISES: (Instructs and evaluates the school work of designated): Students Student Teachers Volunteers Assists the Principal with the evaluation of Teaching Assistants MAINTAINS LIAISON WITH: Parents. Communicates with parents as the teacher deems necessary, or when requested by parents or administrators. JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women. PERFORMANCE RESPONSIBILITIES: (In addition to those listed in 500.31, Certified Teacher, the following are the essential fundamentals to include but not limited to the following job duties.) 1. Teaching in compliance with curricular requirements of the State and of the Board of Education of District 61. 2. Remaining current on research, new developments and literature on education, especially elementary and/or the area of special assignment. 3. Compliance with Board Policies, Administrative Regulations, and Board-Employee Agreements at the school level. 4. Participation on an appointive, elective, or volunteer basis in the curriculum development process at the building and district levels, as is required to periodically review all curricular areas to keep them up-to-date. 5. Participation from time-to-time, in the development of District Policies and Administrative Regulations, on an appointive, elective, or volunteer basis. The major instructional function of the secondary classroom teacher includes: 1. Instructional Delivery This includes an understanding and the ability to use the principles of learning (motivation, reinforcement, retention, transfer) and the ability to make sound judgments above the use of such instructional techniques as appropriate pacing, questioning, grouping, actively involving the students, and directly vs. indirectly instructing the students. 2. Human Skills This includes the ability to stimulate students, bring enthusiasm to the learning process, and provide both a concern and care for the worth and dignity of the individual. 3. Planning Skills This includes the ability to develop goals/objectives for content/skills based upon evaluation of student needs, aptitude, and learning styles. Provision for both individual and group learning experience is involve. 4. Evaluation of Students and Programs. This includes the ability to construct and use diagnostic, criterion reference and student achievement tests. Evaluation also encompasses the maintenance and interpretation of records for students, parents, administrators, and other teachers. 5. Classroom Management This includes controlling and structuring the learning environment so that students adhere to rules and providing opportunities for students to acquire that self-discipline necessary in school and adult life. 6. Resource Utilization This includes the ability to use the resource materials available--including both the academic and human, within and outside of the confines of the educational plant. TERMS OF EMPLOYMENT: Salary is based upon Schedules A & B, of the collective negotiated Agreement. EVALUATION: Each employee in contractual continuing service shall be evaluated at least once every two (2) years. Each employee not in continuing contractual service shall be evaluated once every year. Physical Demands Handle work which deals mostly with people, objects, equipment in a general setting; depth perception and field of vision are important. Employee regularly is required to bend, stoop, twist, turn, reach, lift (up to 50 pounds), carry, pull, push, climb, and kneel; walking and standing approximately 50-75% of each shift. Employee must recognize differences in sound, such as voices/noises that are loud and playful instead of angry and combative; ability to differentiate tones and volumes in conversation. Mental Demands The Teacher must ensure that children are supervised at all times, and that children are involved in safe and appropriate activities. There may be a number of situations happening at once, and the Teacher must be prepared to handle accidents and emergencies at any time. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The Teacher will be working in a busy and occasionally noisy environment. There may be a number of activities and situations happening at once, and the Teacher will have to supervise all students at all times. Decatur Public Schools is an equal employment opportunity employer with an affirmative action plan. Approved 6/24/97 This position falls under the Decatur Education Association (DEA) Contract - 2022-2026. The Salary Schedule is attached above. Benefit information can be found HERE. Attachment(s): * 500.033 - Certified Secondary Teacher.doc * DEA Salary Schedule 2022 - 2026.pdf

Substitute Bilingual Paraprofessional* JobID: 1984 Substitute/Substitute Paraprofessional Date Available: 08/15/2025 Additional Information: Show/Hide * This posting is kept open throughout the school year for candidates that are interested in this position should openings become available.* We are excited about your interest in our district! District 87 is home to one high school, one junior high, six elementary schools, and one early childhood school. We also have the Bloomington Career Academy which provides career exploration opportunities to high school students at Bloomington High School and surrounding school districts. Substitute Paraprofessionals in District 87 are compensated in the following manner: Substitute Paraprofessional $17.00/hour no benefits Substitute Paraprofessional, Retired $18.00/hour no benefits

Elementary School Teaching Date Available: 2019-2020 District: St. George CCSD #258

Early Childhood Paraprofessional - Ashmore JobID: 904 Support Staff/Teacher Assistant Date Available: 01/05/2026 Attachment(s): * ECE Paraprofessional.pdf

Job Title: Learning Behavior Specialist 1 (LBS1) Reports Building Principal/Building Lead FLSA Status: Exempt The Learning Behavior Specialist 1 (LBS1) is responsible for providing specialized instruction and support to students with identified disabilities in accordance with Individualized Education Programs (IEPs) and applicable state and federal laws. The LBS1 collaborates with general education teachers, related service providers, and families to promote student academic, behavioral, and social-emotional growth in the least restrictive environment. Key Responsibilities Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with IDEA and state regulations. Provide direct specialized instruction, accommodations, and modifications tailored to students needs. Collaborate with general education staff to adapt curriculum, instruction, and assessments. Utilize evidence-based strategies to address academic, behavioral, and social-emotional goals. Administer formal and informal assessments to track progress and adjust instruction. Participate in IEP meetings, parent conferences, and professional development. Maintain accurate records and required documentation in compliance with district and legal requirements. Support and monitor students in inclusive and special education settings. Implement behavior intervention plans (BIPs) and positive behavior supports. Foster a safe, inclusive, and respectful classroom environment. Qualifications Valid Illinois Professional Educator License (PEL) with LBS1 endorsement. Knowledge of special education laws, IEP development, and progress monitoring. Strong communication, collaboration, and organizational skills. Experience with differentiated instruction and evidence-based interventions. Ability to work effectively with students from diverse backgrounds and with varying needs. Preferred Qualifications Experience with assistive technology, augmentative communication devices, or adaptive curriculum. Training in behavior management strategies (e.g., CPI, PBIS). Familiarity with data-driven instructional planning. Working Conditions School-based setting, following the district calendar. May require lifting, positioning, or physically assisting students. Participation in meetings, professional development, and occasional after-school events.

Urbana School District #116 TITLE: Mentor Teacher JOB SUMMARY: Urbana School District's New Teacher Induction and Mentoring Program is intended to provide ongoing professional development and support to beginning teachers in order to strengthen the teaching and learning cycle for all students. This program connects experienced teachers with beginning teachers and new hires in Urbana in a mentor-protege relationship for one to two years. The application process is open to all teachers who qualify, however prospective mentors can be encouraged to apply by new teachers, current mentors, and/or administrators. Mentor teachers must demonstrate a strong commitment to professional development, have at least five years experience* with positive performance ratings, and must demonstrate the ability to keep professional and personal conversations confidential. Mentor applications shall include: 1) an application, 2) a current resume, 3) a principal / evaluator reference, and 4) one letter of recommendation/support from a teacher/colleague who can speak to the candidate's experience with new or pre-service teachers. *In some high-needs areas and in buildings/positions/programs where there are no veteran teachers who meet the standard of experience, exceptions to the five years of experience are made. MENTOR SELECTION: Applications are reviewed and mentors selected based on specific needs of the building or program, expected new hires for the year, the completed application, and principal/evaluator recommendation. We currently have a large pool of qualified mentors, but are looking to fill gaps in specific content/grade needs based on incoming new hires per building. If selected, all new mentors must attend a mentor training with Induction for the 21st Century district trainers. All training sessions are done locally. Once selected, mentors remain in the pool for upcoming years. MENTOR PROGRAM REQUIREMENTS: To perform this job successfully, an individual must be able to meet the minimum requirements of the mentoring program in years assigned to a protege/new teacher. A minimum of 30 - 40 hours of contact support to a paired first or second year teacher. If mentoring a beginning teacher, complete a full observation cycle , by the end of the first quarter. There will be a half-day release provided to complete this requirement. This includes scheduling a planning conference, an observation with data, and a reflecting conference. Complete two professional release days to use as requested by the new teacher, one per semester. The purpose and length of each request will be based on the pair's needs, to either a) observe the mentor's classroom, b) complete another observation cycle, c) complete a peer observation, or d) use as a planning day. Attendance at the New Teacher Orientation Mentor-Protege Day if paired with a new teacher also in attendance. Yearly attendance at two mentor professional development workshop (one a semester). Attendance at the majority of the after school professional development workshops with the paired new teacher, held approximately once per month. ADDITIONAL MENTOR DUTIES: To perform this job successfully, an individual must be able to perform each essential function satisfactorily. Create professional growth environments for new teachers grounded in the norms of continuous inquiry, ongoing assessment, and problem-solving. Support new teacher's understanding and implementation of district initiatives. Identify new teacher's needs and modify support in response to those needs. Use questioning and discussion strategies to direct reflective conversations and support for new teachers. Informally meet with the new teacher to provide tailored support at least once per week. Maintain a high level of confidentiality in all communications with new teachers. Use the formative assessment model to collect data on the paired new teacher's progress and growth over time. OTHER SKILLS AND ABILITIES: Committed to mentoring and supporting novice teachers Knowledge of the district and building initiatives Values his/her organization Respected by others Accepting of differences in others Demonstrates flexibility Demonstrates trustworthiness Displays strong interpersonal skills Exhibits professionalism Skilled teacher Works well with adults Demonstrates patience Exhibits innovation Competent in social and public relations skills Dedicated to continuous learning and professional growth Well organized START DATE: ASAP TERMS OF EMPLOYMENT: This is a stipend position, paid only in years when mentors are formally paired with a new teacher. This is a position within the collective bargaining unit and is not an administrative position. Salary and Benefit information can be found on the Human Resources webpage. EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on evaluation of support personnel. AN EQUAL OPPORTUNITY EMPLOYER REVISED: June 2025

Brightpoint invites you to join our team of mission-driven staff who share a common vision: an equitable world where all children and families thrive in strong communities. As a leader in the human services sector for 140 years, we aim to advance the well-being of children by investing in families and strengthening communities through data-informed, collaborative, and preventative solutions. As the Classroom Support Aide, you will be responsible for assisting the Teacher or Lead Teacher in implementing classroom activities and providing physical care of the children to ensure that safety rules are observed and implemented. Candidate qualifications: High School Diploma or equivalent required. Some college coursework in early childhood education preferred. Experience working with children and families strongly preferred. Demonstrates ability to effectively interact with children and communicate effectively with children, parents, and staff. Job Responsibilities: Familiarizes self with Center philosophy and classroom operations. Assists in implementing the guidelines and goals for the classroom by contributing ideas for lesson plans. Responsible for conducting small group activities. Supervises children engaged in play activities. Observes and reports children's behavior to the teacher. Familiarizes self with educational approaches in early childhood education. Actively supervises and ensures the safety and wellbeing of all children in the indoor and outdoor environments. Ensures that safety rules are observed and guards against harmful situations on field trips, walking trips, and on the playground. Assists in serving meals and snacks. Implements acceptable child management techniques. Recognizes the stages of development of young children and maintains knowledge of basic child development of the age group assigned. Sets up and monitors equipment and materials in classroom and playground area. Attends to physical care and health needs of the children and keeps records as required. Reports any concerns or issues to the designated supervising Teacher. Assists in collecting child's information for portfolio, writing child's assessment, and conducting parent/teacher conferences. Job details: Compensation: Hourly: Range is between $16.00-$19.50 per hour, offers are commensurate with experience and bilingual candidates may receive additional compensation. The salary range provided represents our current estimate for this role at the time of posting and is subject to change. The final salary will be determined based on a range of factors, including but not limited to, a candidate's relevant experience, education, qualifications, skills, certifications, and alignment with organizational needs. We are dedicated to fair and equitable compensation practices and are committed to fostering a diverse workforce while providing equal opportunities for all candidates. Location: Scott Child & Family Center in Bloomington Schedule: Part Time, hourly. Student Loan Forgiveness: Brightpoint is an approved agency for Public Service Loan Forgiveness (PSLF).

Circle Academy, a non-public Special Education school serving S/ED, BD, LD youth ages 10-21, is searching for a new member of our behavior intervention team. Responsibilities include working directly with Special Education certified teachers and administrators to plan for, coordinate responses, and implement the management of student behaviors in order to maintain a safe and nurturing learning environment. ISBE Paraprofessional certificate required. Bachelor's degree required. Previous experience in a school setting is preferred. Applicant must be a dependable team player with a strong work ethic. Candidates must have a para-professional license issued by the ISBE or able to obtain one. Bachelor's Degree required, in education or human services preferred. Prospective employees must be at least 21 years old, have excellent written and oral communication skills, possess a valid Illinois driver's license and proof of auto insurance, and be able to maintain our client's confidentiality. Prospective employees must submit to a pre-employment physical, and background check. We offer excellent benefits and opportunities for professional growth and personal fulfillment. Salary is based on education and experience. We are committed to the values of spirituality, teamwork, integrity and respect.

Teaching Assistant/Special Ed Teaching Assistant (High-Needs School) Date Available: 01/05/2026 Additional Information: Show/Hide Requirements: Must be willing and able to lift, position, toilet, feed and physically restrain students at a danger to self or others; implement lessons and collect data under the direction of a licensed teacher. Must be licensed as a paraprofessional in the state of Illinois. Position is part of a collective bargaining agreement. Contract can be found here. Benefits are outlined in the contract. Additional information can be found here. Attachment(s): * DFTA Salary 25-28.pdf * Teaching Assistant.docx

Support Staff/Teacher Assistant Date Available: 01/05/2026 Closing Date: 01/05/2026 Attachment(s):

Urbana School District #116 TITLE: Special Education Coordinator SUPERVISOR: Executive Director of Student Services JOB SUMMARY: The Special Education Coordinator is responsible for supporting the implementation of special education services across all schools in the district, with a specific focus on selected school sites based on district needs.. This role ensures compliance with federal and state regulations, coordinates the development and monitoring of Individualized Education Programs (IEPs) with a specific focus on instructional and behavioral strategies, and provides leadership to school staff to improve educational outcomes for students with disabilities. The coordinator works collaboratively with administrators, teachers, families, and related service providers to ensure that students receive appropriate supports and services in the least restrictive environment. Additional responsibilities include serving as the Local Educational Agency (LEA) Representative in special education meetings, supporting building teams in the development of appropriate behavioral support plans and providing student specific instructional professional development to teachers and teaching assistants. ESSENTIAL FUNCTIONS: Monitor and ensure district compliance with all federal, state, and local special education laws, regulations, and policies. Maintain accurate and timely documentation related to IEPs, evaluations, and other legal requirements. Serve as the Local Educational Agency (LEA) Representative in special education meetings. Support and guide IEP teams in the development, review, and revision of high-quality, individualized education programs. Collaborate with building administrators, special education teachers, general education teachers, related service providers, and families to ensure cohesive service delivery. Act as a liaison between schools and the district office regarding special education needs and concerns. Support building teams in the development, implementation, and monitoring of Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs). Provide guidance on evidence-based behavioral interventions and crisis response planning. Design and deliver job-embedded professional development for teachers and teaching assistants focused on individualized instruction, data collection, progress monitoring, and specialized strategies. Coach staff in implementing accommodations, modifications, and instructional strategies aligned to students' IEPs. Perform other duties as assigned by the special education director(s). QUALIFICATIONS: EDUCATION/CREDENTIALS: Minimum Master's Degree from an accredited college or university in a degree related to Special Education Illinois Educator License-LBS1 or other PEL related to a special education Possesses or is pursuing a Master's Degree in Educational Administration from an accredited college or university EXPERIENCE: Minimum of 5 years of successful teaching experience Previous experience in a teacher-leader role Previous experience working with students across all disability areas, different age and developmental levels, and in different LRE placements Experience and skills related to the development and implementation of FBAs, BIPS, and instructional strategies OTHER SKILLS AND ABILITIES: Sound knowledge of Special Education Procedures and Law Proven ability to work collaboratively with a variety of teams Highly organized Excellent communication and collaboration skills Demonstrates initiative Creative and Excellent problem-solver Proven leadership skills TERMS OF EMPLOYMENT: Salary and Benefit information can be found on the Human Resources webpage. This is a position is not within the collective bargaining unit and is not an administrative position. This is an exempt position. 185 days with up to 20 additional days to be used as needed. Additional Days beyond the teachers' calendar are paid per diem. EVALUATION: Performance of this job will be evaluated by the Executive Director of Student Services or their designee in accordance with provisions of the Board's policy on evaluation of professional personnel and the State Board of Education under PERA. START DATE: As soon as possible and for School Year 2026-2027 AN EQUAL OPPORTUNITY EMPLOYER (Created June 2025)

Contribute to the warm and welcoming environment at Circle Academy, a non-public Special Education school serving S/ED, BD, LD youth ages 5-21. The Paraeducator works under the direction of, and in accordance with, the classroom teacher(s) to plan, coordinate, and implement the assigned classroom program. Previous experience in a school setting is preferred. Applicant must be a dependable team player with a strong work ethic. Candidates must have a para-professional license issued by the ISBE or able to obtain one. Bachelor's Degree is required. Prospective employees must be at least 21 years old, have excellent written and oral communication skills, and be able to maintain our client's confidentiality. Prospective employees must submit to a pre-employment physical, and background check. We offer excellent benefits and opportunities for professional growth and personal fulfillment. Salary is based on education and experience. We are committed to the values of spirituality, teamwork, integrity and respect. Benefits: 401(k) 401(k) matching Dental insurance Employee assistance program Flexible spending account Health insurance Life insurance Paid time off Referral program Relocation assistance Vision insurance Schedule: Monday to Friday

Teaching Assistant Date Available: ASAP Additional Information: Show/Hide TITLE: GRADES K, 1, 2 INSTRUCTIONAL TEACHING ASSISTANTS QUALIFICATIONS: * At least 19 years of age to serve students in prekindergarten through grade 12. * Beginning January 1, 2023, you may qualify for the ELS-Paraprofessional license by meeting the requirements outlined below at age 18 but only may serve in prekindergarten through grade 8. * One of the following required: * 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) REPORTS TO: Building Administrator JOB GOAL: To assist the teacher and work directly with students in order to increase student learning and to provide student supervision during student lunch period. ESSENTIAL FUNCTIONS: (The following are the essential fundamentals to include but not limited to the following job duties.) * Assists all students in their assigned daily academics as instructed by teachers. * Assists in grading work and assigning students individual academic work. * Helps maintain individual records for each student. * Distributes and collects workbooks, papers, and other materials for instruction. * Supervises students during lunch period. * Alerts the teacher to special needs of individual students. * Provides escorts and assistance to students as necessary. * Implements changes as needed to meet the individual needs of students. * Takes responsibility for student safety education and accident prevention. * Reports all unsafe conditions to the school principal promptly. * Reports all accidents or injuries to the principal as soon as possible. * Supervises and intervenes to regulate student behavior so as to alleviate the risk that inappropriate behaviors will place students or staff at risk of harm. * Assists with toileting after proper training. * Performs other job related duties as assigned. TERMS OF EMPLOYMENT: Wages, hours, terms, and conditions of employment pursuant to negotiated agreement. FSLA: Non-Exempt EVALUATION: Performance in the position will be evaluated once every two years in accordance with District's plan for evaluation. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * While performing the duties of this job, the employee is regularly required to talk, hear, and see. * The employee frequently is required to stand, walk, sit; use hands to handle or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl. * The employee must occasionally lift and/or move up to 30 pounds. * Specific vision requirements include the ability to see at close range. * Fine hand manipulation (keyboarding). * Transportation time spent commuting between sites for meetings, trainings, in-services and home visits. * The employee may be required to work at multiple District locations if necessary. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Internal office space and classroom. * The noise level in the work environment is usually moderate to high. Mental Functions While performing the duties of this job, the employee is regularly required to communicate, instruct, compare, analyze, coordinate, synthesize, evaluate, compute, copy, compile, use interpersonal skills, negotiate and maintain emotional control under stress. The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Decatur Public Schools is an equal employment opportunity employer with an affirmative action plan. This position falls under the Decatur Federation of Teaching Assistants The Salary Schedule is attached above. Benefit information can be found HERE. Attachment(s): * DFTA Salary 25-28.pdf * Grade K12 Instructional Teaching Assistant_.docx