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Chicago Public Schools (CPS) is one of the largest school districts in the United States, serving over 320,000 students in 600+ schools and employing approximately 40,000 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 Chicago Public Schools (CPS) has set ambitious goals to ensure that every child—in every school and every neighborhood—has access to a world-class learning experience from birth, resulting in graduation from high school college- and career-ready.

The mission of the Office of Diverse Learner Supports and Services (ODLSS) is to provide high quality and specially designed instructional support and services for all diverse learners within their least restrictive environment. We work collaboratively with several units, specifically schools and Networks with the goal of improving the academic achievement of all diverse learners by ensuring diverse learners receive meaningful and relevant access to grade level core instruction within their neighborhood school, school of choice, or the school closest to their residence. 

Job Summary: 

The Early Childhood Special Education (ECSE) Itinerant teacher works collaboratively with evaluation teams, teachers, parents, and other early childhood professionals to provide support to general and special education staff in developing and adhering tothe Individuals with Disabilities Education Act (IDEA) to ensure services to children with disabilities are developed and implemented appropriately. The Citywide Itinerant teacher follows allIllinois State Board of Education (ISBE) standards and special education policies to develop Individualized Education Plans (IEPs), identifying and creating Least Restrictive Environment (LRE) TheECSE Itinerant Teacherwill be held accountable for the following responsibilities:

• Provide direct instruction and consultative services as written in student IEP’s.

• Collaborate with general education teachers, related services staff, and other school staff to provide strategies for student success in the LRE. 

• Identify and implement adaptations and modifications to the classroom curriculum, physical setting, and instructional strategies.

• Coordinate and facilitate educational and behavioral strategies between home and school environments.

• Collect and maintain data to document progress towards mastery of IEP goals and benchmarks.

• Establish a positive working relationship with students, school staff, and parents.

• Attend and participate in FIE/ IEP and annual IEP meetings.

• Conduct classroom observations and provide support as assigned or requested.

• Update caseload and schedule and submit to the manager on a weekly basis. 

In order to be successful and achieve the above responsibilities, the ECSE Itinerant Teacher must possess the following qualifications:

Education Required: 

• Bachelor’s Degree from an accredited college or university, required. Concentration in Early Childhood, Early Childhood Special  Education, or related field, preferred

• Current, valid State of Illinois Early Childhood Certification (PEL) is required, with appropriate endorsement in special education ORLearning Behavior Specialist License with an endorsement in Early Childhood Education is preferred. 

• Bilingual applicants preferred. 

 Experience Required: 

• Five (5) or more years of experience teaching or supporting students with disabilities, preferably within a large urban school district.

• Experience providing services, participating in IEP meetings and writing reports within schools.

• Experience working consultatively and collaboratively with a team of professionals.

• Experience working with students and families of culturally diverse backgrounds. 

Knowledge, Skills, and Abilities: 

• Knowledge of CPS, community, state and national resources and materials appropriate for preschool special education students.

• Experience working with diverse families, community groups, and staff.

• Knowledge of evidenced based best practices in early childhood education

• Knowledge of the Early Learning Development Standards and implications for diverse learners

• Excellent coaching, communication and persuasive abilities, including verbal, written and presentation skills.

• Demonstrated and experienced instructional leadership capabilities

• Ability to establish and maintain effective working relationships with administrators, team members, students, parents and advocates.

• Ability to promote and encourage parental involvement and participation.

• Ability to collaborate and be a creative problem solver and team player.

• Ability to have shared ownership of work and expected outcomes.

• Proficiency in Microsoft Office Applications and CPS IMPACT.

• Possess a current driver’s license, and have the ability to travel as needed to perform job responsibilities 

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.