Sonia Shankman Orthogenic School
  • 17-May-2017 to 16-Jul-2017 (CST)
  • Instruction
  • Chicago, IL, USA
  • Full Time

General Summary: Teach Mathematics classes to children with severe social-emotional problems by utilizing curriculum material adopted by
the school as well as appropriate supplemental and teacher-made materials. Develop appropriate lesson plans that accommodate the range of
learning styles and specialized needs of students in the classroom. Create a learning environment that encourages positive social interaction,
active engagement, and self-motivation. Actively participate with colleagues in school improvement activities, curriculum development,
teaming, and collaboration.

Essential Functions
50% Planning and Preparation/Instructional Methods/Assessment of Learning: Provide instruction in Algebra 1, Geometry, Algebra 2 & preferably Pre-Calculus. Develop Mathematics lesson plans, according to acceptable models of teaching, taking into account school policies, state guidelines, school district curriculum, philosophy, subject matter requirements, student classroom composition, societal need and resources which accommodate a range of learning styles and specialized needs of students. Plan for individual lessons, considering effective practices and instructional methods. Present subject matter to students using various instructional techniques. Develop interdisciplinary approaches to instruction. Plan with faculty and staff. Analyze lesson presentation and anticipate how learning occurs through reflective practices. Identify curricular skills and concepts when developing and implementing instructional plans. Participate in faculty meetings, parent conferences, and
transition activities for students preparing to return to their home school when appropriate. Prepare instructional objectives. Show understanding of learning theory. Organize learning experiences and achieve school objectives. Identify pupil needs and work with professional staff members in assessing and helping students in all areas of their development. Identify and communicate performance expectations and document the degree to which the students meet expectation. Teach utilizing curriculum material adopted by the school and appropriate supplemental and teacher-made materials. Employ specialized instructional techniques appropriate to the disabled students' learning needs. Administer and interpret standardized and informal assessment instruments. Demonstrate various teaching techniques that address the multiple intelligences and learning styles. Evaluate the success of lessons by determining how students transfer and apply their knowledge base to new information. Utilize assessment instruments and procedures. Use assessment data to diagnose student needs and plan appropriate  instruction. Implement testing procedures in accordance with school policies and state guidelines. Use current technology for instruction, assessment, and instructional management. Create instructional opportunities adapted to diverse learners. Apply curriculum integration. Provide learning opportunities that support their development.

30% Classroom Management/Communications: Anticipate needs and demonstrate efficiency and organization when transitioning from one activity to another. Facilitate the development of classroom rules, which establish and maintain a safe and secure environment that is conducive to learning. Maintain an efficient classroom through organized management of supplies. Handle student-related problems and show evidence of seeking supportive help. Communicate with Principal, Co-Director, support staff, or parent when necessary. Supervise teaching assistant. Enforce Board policies and regulations and building procedures. Utilize strategies for classroom management that emphasize working relationships and cooperation and encurages students to resolve disagreements using problem-solving strategies. Set-up the environment so that students and teacher gain mutual trust. Create a learning environment that encourages social interaction, active engagement, and selfmotivation.
Actively participate with colleagues in school improvement activities, curriculum development, teaming, and collaboration. Participate in activities to communicate with and include the community at large when appropriate. Demonstrate the ability to read, write, and speak clearly and accurately in the English language at a professional level. Function as a reliable and dependable staff member. 

Other Functions:
15% Reports and Record Keeping: Maintain regular attendance as documented by the number of days present and attends required meetings. Exhibit punctuality as observed in arrival and departure times from building and required meetings. Evaluate each pupil's progress and accurately report and record such progress. Maintain a record of pupil attendance in order to provide appropriately for students who may be absent. Complete all required paperwork, including achievement testing, reporting, and school progress reports for clinical meetings. Follow all appropriate special education forms, Individual Education Programs (IEP's), and records mandated by regulation and district policy. 

5% Ongoing professional Growth: Keep up to date and knowledgeable about the assigned subject areas as well as in other core curriculum disciplines that directly relate to pupil learning. Maintain professional competence through such activities as reviewing research journals, attending in-service workshops and university classes, and sharing that information with other educators when appropriate. Practice selfassessments, and devise plans for professional improvement. Observe others, have others observe self, and communicate and incorporate suggestions for improvement. Assume responsibility for upgrading technology skills. Demonstrate support for extra curricular activities. Possess personal characteristics, which provide a positive role model for students. Maintain appearance appropriate to teaching duties. Assume
other reasonable responsibilities as assigned, which shall not be in conflict with the School Code of Illinois or Board policy. Assist in evaluating application for admission.

Learning Behavior Specialist (LBS1) Special Education Certification - Illinois License REQUIRED. Secondary Certificate in Mathematics or experience in Math instructions preferred. Three years of classroom experience within a Secondary Special Education setting preferred; ability to relate to special needs students in a constructive and therapeutic manner required; excellent oral and written communication skills required; capacity to cooperate effectively with school team required. Applicants should possess a strong commitment to strength perspective, empowering families and a willingness to work in a highly demanding work situation that requires flexibility and
innovativeness; applicants must possess cultural competency. 

Mental Demands:
Capacity to solve problems, and exhibit patience throughout the day. Capacity to multi-task in order to meet the needs of more than one student, if necessary. Strong interest in academics across the curriculum. Understanding of the rules of confidentiality. 

Physical Demands:
Must be able to lift minimum of twenty pounds. Light moving is required from time to time. Must be able to supervise children of various ages. Must
be able to participate, as necessary, in physical education activities.


The Leslie Shankman School Corporation is an equal opportunity employer. All applicants are considered for employment without regard to race, color, national origin, religion, sex, age, marital or veteran status, or disability.

Sonia Shankman Orthogenic School
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