Sonia Shankman Orthogenic School
  • 19-Mar-2018 to 18-May-2018 (CST)
  • Instruction
  • Chicago, IL, USA
  • Part Time

General Summary:

Support and enhance the individual student's educational program and adjustment. Commit to making the student's experience in school as positive and meaningful as possible.  Bring expert knowledge about the influence of communication in the psychosocial development of the student to the educational process.  Remediate speech-language deficits involving phonology, morphology, semantics, syntax, pragmatics, auditory processing, and/or perception, and establish these skills in daily communication. 

Essential Functions:

 60%        Planning and Preparation:  Develop and implement IEP goals as appropriate for students requiring speech-language therapy services.  Serve as a member of a multidisciplinary team in student assessment and placement.  Plan lessons that accommodate the range of learning styles and specialized needs of students in the classroom.  Plan for individual lessons, considering effective grouping practices and instructional methods and present subject matter to students using a variety of instructional techniques.  Develop interdisciplinary approaches to instruction, when appropriate.  Plan collaboratively with faculty and staff.  Analyze lesson presentations and anticipate when and how learning occurs through reflective practices.  Identify curricular skills and concepts when developing and implementing instructional plans.  Attend and participate in faculty meetings, parent conferences, and other meetings.  Participate in transition activities for students preparing to return to their home school.  Plan lessons that accommodate the range of learning styles and specialized needs of students in the classroom.  Plan for individual lessons, considering effective grouping practices and instructional methods and present subject matter to students using a variety of instructional techniques.  Develop daily, weekly, and unit lesson plans, in accordance with acceptable models of teaching, which take into account school policies, state guidelines, school district curriculum, philosophy, subject matter requirements, student classroom composition, societal needs, and available resources.

 Instructional Methods/Assessment of Learning: Remediate speech-language deficits involving phonology, morphology, semantics, syntax, pragmatics, auditory processing, and/or perception, and establish these skills in daily communication.  Utilize state-of-the-art technology in the provision of speech services.  Demonstrate an understanding of learning theory, the nature of disabilities.  Organize effective learning experiences and achieve school objectives.  Identify pupil need and work together with professional staff members in assessing and helping students in all areas of their development.  Identify and communicate student performance expectations and document the degree.  Employ specialized instructional techniques appropriate to the disabled students' learning needs.  Provide diagnostic testing that includes 1) review of student's academic and classroom functioning, 2) and evaluation of functional communication skills, 3) standardized testing when applicable, and 4) an assessment of the student's speech-language problem. Report results in writing.    Demonstrate a variety of teaching techniques and strategies that address the multiple intelligences and learning styles.  Evaluate the success of lessons by determining how and to what extent students transfer and apply their knowledge base to new information.  Utilize a variety of assessment instruments and procedures.  Use assessment data to effectively diagnose student needs and plan appropriate intervention.  Use current technology for instruction, assessment, and intervention management as available and appropriate.  Be knowledgeable of and apply the concept of curriculum integration as appropriate.  Understand how children learn and develop and provide learning opportunities that support their development.

 25%        Collaboration:  Participate in the identification and solution of school problems.  Consult with teachers, teacher assistants, parents, and other professionals to design and implement interventions to address students' speech needs.

 Communications/Interpersonal Relations: Actively participate with colleagues in school improvement activities, curriculum development, teaming, and collaboration.  Provide interpretation of test results including evaluations from outside agencies.  Participate in activities to communicate with and include the community at large when appropriate.  Provide home carry-over activities to facilitate generalization of communication skills to the home environment.  Provide assistance, guidance, and advice as necessary from colleagues, beginning teachers, and student teachers.  Seek assistance, advice, and guidance as necessary from colleagues.  Exhibit professional and ethical behavior toward co-workers.  Sincerely care about the students and demonstrate sensitivity to students' needs.  Display a positive attitude that shows excitement and enjoyment of students.  Be approachable so students are always comfortable asking for help.  Demonstrate ability to read, write, and speak clearly and accurately in the English language at a professional level.  Be consistently reliable and dependable.

10%        Reports and Record Keeping:  Maintain regular attendance as documented by the number of days present and attend required meetings.  Exhibit punctuality as observed in arrival and departure times from the building and required committee 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.  Maintain required inventory records.  Utilize computer technology for record keeping when possible.  Maintain all appropriate special education forms, individual Education Program's (IEP's), and records mandated by regulation and district policy.

 Other Functions:

 5%          Ongoing Professional Growth:  Be knowledgeable in 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.  Present accurate information and can relate.  Be reflective, practice self-assessment, 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.

 Miscellaneous: Demonstrate support for extra curricular activities.  Possess personal characteristics, which provide a positive role model for students.  Maintain an appropriate appearance for teaching duties.  Assume other reasonable responsibilities as may be assigned from time to time, which shall not be in conflict with the School Code of Illinois or Board policy.  Assist in evaluating applications for admission.  Participate in modeling activities. Participate in certification trainings in Therapeutic Crisis Intervention, provided by the Orthogenic School.

 Qualifications: Master's degree in Speech and Language Disorders from an accredited educational program required; must be a licensed speech and language pathologist in the state of Illinois; a minimum of two years of speech and language therapy experience required; a minimum of one year of experience with children with diagnosed emotional disabilities preferred.

Mental Demands: Ability to plan and implement lesson plans appropriate for children with emotional disabilities; ability to implement appropriate classroom management and control; ability to identify and use appropriate instructional methodologies to meet the needs of children with emotional disabilities; ability to effectively communicate with the students, parents, and other professionals; ability to develop reports and maintain records.

Physical Demands: Must be able to lift a minimum of 20lbs. Light moving is required from time to time. Must be able to supervise children, ages 6 through 15, inside and outside of the school.

 

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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