To apply for the positions listed, you may obtain an application and job description at the Administration Building located at 16931 S. Grissom Drive, Tinley Park, IL 60477 (Hours: Monday - Friday 7:30 a.m. 3:30 p.m. **Please note Summer Hours: Monday-Friday 8:00 a.m. to 2:30 p.m. - closed all Fridays in July and the first two Friday's in August 2008) or download an application from the link below. Completed applications and accompanying documents should be sent to the designated person listed below with a copy to the District Personnel Office (address above) or fax to 708-532-1512.

As a condition for employment in Kirby School District 140, you must successfully pass an examination to determine that you are in good health and free of tuberculosis. To comply with the Illinois School Code, the TB skin test must be administered within 90 days prior to the start of employment. Your physician must provide the results of your TB skin test or chest x-ray, as well as the date on which it was performed and read. Self-reading by employee is not acceptable.

The application links below require Acrobat Reader.

Pre-Employment Health Examination Form
Certified Staff Application
Educational Support Staff Application

Early Childhood Special Education Teacher - Full-Time Available until Location District 140 Job Description CERTIFICATION REQUIRED: 1. State Approval as Teacher in Early Childhood Special Education Program issued with either: Valid State of Illinois Early Childhood Certificate with the Self-Contained General Education Age 0-Grade 3 Endorsement; or Valid State of Illinois Elementary Certificate or Special Certificate with the Learning Behavior Specialist I Endorsement. 2. Such other qualifications of academic, professional, and personal excellence as the Board of Education may specify. REPORTS TO: Building Administrator JOB GOAL: Plan, implement and monitor the instructional programs as appropriate to content area to ensure that assigned students meet or exceed the expectations defined by the Illinois Learning Standards. PERFORMANCE RESPONSIBILITIES: The Kirby School District 140 early childhood special education teacher is expected to meet the Illinois Professional Teaching Standards and Special Education Standards– Performance Indicators. Performance responsibilities include but are not limited to: 1. Evaluates teaching resources and curriculum materials in academic, developmental, and functional/adaptive curriculum areas for their comprehensiveness, accuracy, and usefulness in fostering developmental and learning processes and outcomes. 2. Matches different ways of knowing and methods of instruction to different academic, developmental, and functional/adaptive goals and outcomes. 3. Applies knowledge of typical and atypical child development and the interrelationships among developmental domains and learning to interpreting behavior and making instructional decisions in academic, developmental, and functional/adaptive domains. 4. Incorporates goals and expectations of varying levels of complexity into instruction so that instructional activities are engaging and meaningful to children at different levels of development and with diverse learning needs. 5. Makes appropriate modifications in circumstances of work, expected outcomes, and teaching approaches, including technologies, to address and respect individual differences in learning needs, developmental levels, and preferences. 6. Sets goals for children’s learning and outlines the scope and sequence of content and education to achieve those goals at the group and individual levels, consistent with the scope and sequence of academic, developmental, and functional/adaptive early childhood curriculum, birth through grade three. 7. Develops a range of approaches for presenting concepts in order to promote children's understanding of diverse perspectives. 8. Makes specific adaptations in goals and teaching methods, including technological adaptations, for the special needs of children who have unique talents, learning and developmental needs, or specific disabilities. 9. Integrates benchmarks and other outcomes into daily activities and routines across multiple developmental and learning environments, and uses strategies to facilitate maintenance and generalization of skills across learning and developmental environments. 10. Integrates literacy and numeracy experiences throughout intervention plans, and develops learning opportunities designed to foster particular literacy and numeracy outcomes, to promote children’s abilities as they apply, interpret, and construct new understanding and skills. 11. Selects, develops, adapts, and evaluates developmentally and functionally appropriate materials, equipment, and spatial arrangements that facilitate developmental and learning goals in young children, including those with disabilities. 12. Selects and implements methods of behavior support and management appropriate for young children, including a range of strategies from less directive, less structured methods to more directive, more structured methods. 13. Teaches social skills needed for participating in educational and functional living environments of the school, community, and home. 14. Implements developmentally and functionally appropriate individual and group activities using a variety of formats including play, environmental routines, family-mediated activities, small group projects, cooperative learning, inquiry experiences, and systematic instruction. 15. Incorporates knowledge and strategies contributed by professionals from the disciplines (e.g., occupational therapy) into instructional delivery. 16. Monitors achievement of IEP goals and outcomes within daily routines and planned instructional activities within school, community, and home environments and modifies instructional plans as needed. 17. Creates opportunities for all children to use effective written, verbal, nonverbal, and visual communication. 18. Establishes and maintains positive, collaborative relationships with families and other professionals, recognizing and using the dynamics of team roles, interaction, communication, team building, problem solving, and conflict resolution. 19. Assesses children's cognitive, social-emotional, communication, motor, adaptive, and aesthetic development, as well as curriculum-related learning, as appropriate. 20. Uses a variety of informal and formal assessment instruments and procedures to make decisions about children's learning and development and to develop and monitor instructional approaches. 21. Develops and uses authentic, performance-based assessments of children's learning to assist in planning, to communicate with children and families, and to engage children in self-assessment. 22. Collaborates with school and community personnel and with families in including children with disabilities in various instructional environments in the school and community. 23. Uses self-observation, information about children, pedagogical knowledge, and resources as sources for active reflection, evaluation, and revision of practice. 24. Collaborates with a team, including families, to develop and implement individual student programs (Individualized Education Programs [IEPs], Individualized Family Service Plans [IFSPs], transition plans, etc.). 25. Demonstrates the ability to plan, direct, train, monitor, evaluate, and provide feedback to paraeducators, volunteers and/or peer tutors. 26. Maintains confidentiality of medical and academic records and respect for privacy of individuals with disabilities. 27. Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students. 28. Models the rules of English grammar, spelling, punctuation, capitalization, and syntax in both written and oral contexts. 29. Communicates with parents/guardians to develop cooperative partnerships in order to promote students’ learning and well-being. 30. Contributes to the well-being of one’s school community. 31. Collaborates with other professionals as resources for problem-solving, generating new ideas, sharing experiences, and seeking and giving feedback. 32. Follows School District Policies and Administrative Procedures and codes of professional conduct, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families. 33. Reports any suspected child abuse or neglect as required. 34. Performs such other tasks and assumes such other responsibilities as administration may assign, in accordance with Board of Education policies and administrative procedures. EVALUATION: Evaluation will be in accordance with the District's Teacher Evaluation Plan. Benefits TERMS OF EMPLOYMENT: Salary and fringe benefits in accordance with the current Teachers Collective Bargaining Agreement. 180 work days annually established by the Board of Education. Additional Information Start Date: August 25, 2008 Application review will begin immediately and continue until the position is filled. Qualified Certificate Holders interested in this position should review the Job Description and submit a letter of application to: Mrs. Jill Wojack, Director of Special Services, with a copy to the Personnel Office