WHO WE WANT
Our paraprofessionals ensure our most exceptional learners receive high-quality instruction through the execution of Individualized Education Plans (IEPs), 504 plans, Behavior Intervention Plans (BIPs), and other relevant special education services. We want paraprofessionals who:
- are still students themselves because great teaching is only possible when one continuously learns and improves.
- always look for evidence of learning and constantly adjust their support based on what they discover.
- value people and relationships because nothing can happen without a solid relationship.
- are driven by the belief that all students will succeed.
If this sounds like you, we want to hear from you! Read to learn more about this role and Chicago International Charter Schools (CICS) below.
WHAT YOU'LL DO
As a paraprofessional, you partner with diverse learning and general education classroom instructors to offer targeted instruction and support to students with diverse learning needs, as well as provide general support for all students in the classroom and on campus grounds. You work with your teaching and school leadership team to ensure that both assigned students and all classroom students are working toward their academic and social-emotional goals and potential. You participate in all classroom activities, establish and maintain strong relationships with students, families, and staff, and are a positive role model for all students. Specific duties include but are not limited to the following:
Meet Diverse Learners’ Needs
- In partnership with the assigned diverse learning teacher, successfully complete the following:
- Know your student(s)’s IEP goals, accommodations, and modifications. Determine the appropriate level of prompting to provide your student(s) and specific language and cues to use with your student.
- Determine IEP goal progress monitoring collection cycles, data collection forms to use, and examples and non-examples of data to track.
- Determine family communication protocols - who communicates, when, and with what frequency?
- Determine behavior reinforcement and motivation systems and incentives - what is the target behavior, examples and non-examples, and when and how will incentives and reinforcement be given?
- Collect progress monitoring data under the direction of the diverse learning or general education classroom teacher.
- Implement student behavior plans as outlined in a student’s IEP and provide modifications and accommodations as outlined in the student’s IEP.
- Deliver and keep records of paraprofessional service minutes.
- Attend IEP meetings as directed.
Provide Direct Instructional Support in the Inclusion Classroom
- In partnership with the general education classroom and diverse learning co-teacher, successfully complete the following:
- Assist in the planning, preparation, and implementation of the daily instructional program and learning environment including setting up centers, and preparing and organizing needed materials and supplies for students' daily activities.
- Assist the general education and diverse learning teachers with tracking attendance, grading, materials development and modifications including photocopying, filing, and planning field trips as requested.
- Assist the general education classroom and diverse learning teachers with classroom housekeeping tasks and in any other appropriate ways.
- Work individually or in small groups with all students to review classroom instruction, listen to reading groups, facilitate student discussions, and reinforce learning and teaching concepts.
- Be mindful of the classroom environment and protect supplies, equipment, materials, and facilities needed to implement effectively the planned instructional program.
- Treat all children with dignity and respect.
- Meet school-wide achievement and instructional goals.
- Attend daily team meetings, all staff meetings, and recommended training programs and conferences, including in service training as may be required by the district.
- Perform other duties as assigned by the Special Education Case Manager.
Ensure Student Environments are Safe and Supportive
- Supervise students outside the classroom during times such as field trips, play periods, recess, lunchroom activities, dismissal, etc.
Build and Grow Stakeholder Relationships
- Establish cooperative relationships and make reasonable efforts to communicate student progress and relevant updates with parents and guardians clearly, consistently, and positively as appropriate or directed.
- Cooperate and share professionally with other members of the staff including administration.
- Participate in parent communication activities such as report card pickup.
- Participate in extracurricular activities to ensure a positive school culture and provide support for students and staff (as required).
- Maintain confidentiality about children, their families, other employees outside the school, and student records.
- Handle sensitive and confidential information, documents, communications, incidents, etc., with discretion and in a conscientious manner.
QUALIFICATIONS
- A current Illinois paraprofessional license or out-of-state paraprofessional license that will transfer to Illinois is required.
- 1 years of successful paraprofessional experience is highly preferred.
- Knowledge of diverse learning accommodations and modifications, foundations and functions of behavior, and knowledge of and experience with behavior shaping including motivation, reinforcement, evaluation, and feedback techniques is highly preferred.
- Proficiency with the Google Suite, Microsoft Office (Word, Excel, PowerPoint), and email communications is required.
COMPETENCIES
- Know and Grow Yourself – you are a reflective practitioner who knows that you could always do better than you did today, and you make that growth happen even when you have competing priorities. You reflect on how an individual’s or cultural differences can impact learning preferences, and consider differences when implementing strategies to meet the student’s needs. You also reflect on your own biases and perspectives to help maintain objectivity, respect, and flexibility with educators, students, and families.
- Know Your Data – you educate yourself on the different types of data collection and various forms and methods for that collection. You partner with your diverse learning teacher to create specific data collection templates and processes that progress monitor student IEP goals and support refining these goals, increasing/decreasing support, or adjusting LRE status. You are objective in your observations and are aware of potential cultural and individual biases in your data collection.
- Grow and Nurture Your Relationships – you act as a partner with your students. You practice equity, provide choice, ensure dialogue, and learn from your relationships. You practice and model excellent communication skills, (oral, written, interpersonal (active listening), negotiating, and influencing), and build deep professional relationships and mutual respect with external partners. Work cannot happen without strong relationships with others regardless of whether they play the role of student or colleague on our campus.
- Amplify Emotional Intelligence - you show patience, compassion, empathy, and respect to all learners through positive verbal and nonverbal communication. You give positive encouragement to motivate students to try new strategies, to persist when implementation challenges arise, and to reinforce existing successful practices. You use people-first language and always operate from a strengths-based mindset. You see what learners can do and create interventions and supports based on that information first. You use positive-framing language and shape student behavior through teaching and reinforcement, not punishment and consequences.
- Lead in Service of Others - you have a proven track record of being reliable, ambitious, humble, and responsive. You have organizational systems that allow you to manage your time, prioritize, and consistently meet all deadlines. You are relentless in your pursuit of improvement and excellence, holding yourself and your colleagues to a very high standard. You hold yourself accountable for the outcomes of those you work with and are a partner to them in their successes and challenges.
CHARACTERISTICS
- Hold a deep belief in the potential of all people - that all students, regardless of their backgrounds and educational pasts, have the potential to succeed in college or an appropriately rigorous post-secondary outcome.
- Hold a deep belief that it is the responsibility of schools, educational programs, and professionals to help all students realize that potential.
- Relentless despite anything that gets in the way. Maintains faith while being persistent and realistic about current struggles, however, works through obstacles and takes a high degree of initiative to resolve problems and implement solutions independently in a fast-paced, highly entrepreneurial environment.
- Demonstrate an organized, detail-oriented, execution-focused, and growth mindset.
- Model maturity, humility, positivity, and a roll-up-my-sleeves and “whatever it takes” attitude.
- Driven by data and results to take on new and greater achievements.
- Demonstrate enthusiasm and commitment toward the position and the mission of CICS. Support CICS’ values in the strategic areas of academic excellence, operational performance, superior culture, and financial health and growth, as outlined in the Employee Handbook.
- Establish and maintain effective working relationships with teachers, students, parents, guardians, the community, and administrative staff. Be sensitive to network needs, employee goodwill, and the public image, as unique situations present themselves.
- Possess excellent communication skills: Oral (including presentations), Written, Interpersonal (active listening), Negotiating, and Influencing.
- Have the desire and ability to be at work consistently and on time, follow instructions, respond to management direction, and solicit feedback to improve performance.
WHO WE ARE
The mission of the Chicago International Charter School (CICS) is to be a vibrant network of unique Chicago charter schools that prepares students to thrive in college and life and empowers educators to innovate and lead. We strive to be a hub of excellence and innovation in Chicago education where every student flourishes, every school meets the unique needs of its students and community, and every success catalyzes citywide improvement.
CICS is entering an exciting time, embarking on the implementation of a new strategic plan. Joining our organization at this critical point in our history is an opportunity to be a part of leading CICS in a new direction.
We will continue to partner with high-performing school operators, but we will sharpen our focus on innovation, recruiting talented education entrepreneurs and supporting their efforts to innovate inside our schools and classrooms—ultimately, better serving Chicago’s students and their families.
Our plan is to develop CICS into a consistently high-performing network of academically rigorous, pedagogically diverse, forward-thinking schools that prepare every student for success in college or career – and our teachers will play a critical role in meeting that ambitious plan.
WHAT WE VALUE
Our values keep us honest and help us determine the best course of action to meet our mission and vision.
- We are determined optimists. We believe the quality of our schools must match the boundless potential of our students. We are uncompromising on quality and equity, fueled by the urgency to improve, and grounded in the belief that anything is possible if we keep striving.
- We are driven to make the world better for students. Our core purpose is to improve our world through education. All decisions are made through the lens of what is best for students. We have the courage to make tough calls that benefit students in the long term and a deep commitment to our work.
- We nurture new ideas. We give brave approaches the space to take root and the support to flourish. We are driven by data, embrace constant iteration, and have the curiosity to learn alongside our students so we can constantly improve.
- We get stuff done. We believe in hard work and humility. We’re focused on delivering results and we always maintain high expectations—for our students and ourselves.
- We are powered by people and partnership. We value our partners and our relationships. We maintain trust through transparency, direct communication, and integrity. We work together with compassion and without ego because we know the best solutions are forged collectively.
- We prioritize diversity and authenticity. Diversity and authenticity are non-negotiable in education. We bring our whole selves to work and school, tackle questions of race and equity, listen, and tap into the power of our differences individually and as a network.
WHAT WE OFFER
We offer a competitive compensation package, including a salary commensurate with experience; paid time off; a benefits package including medical, dental, and vision insurance; disability as well as life insurance. In addition, you’ll have the opportunity to work alongside dedicated colleagues committed to providing high-quality, innovative educational options for families across Chicago.
MORE ON THE WORK ENVIRONMENT
While performing the responsibilities of this position, the work environment characteristics listed below are representative of the environment the employee will encounter: usual school working conditions and may be noisy during high student traffic. In addition, 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 essential functions. No physical exertion required; somewhat stressful due to frequent student activity; exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force as frequently as needed to move objects.
OUR COMMITMENT TO DIVERSITY AND EQUITY
We are profoundly committed to ensuring that our schools serve as models of diversity, equity, and inclusion. Not only is it the right thing to do – but it’s also the most effective way to advance racial and social justice. Because we live, learn and work in a diverse city and a diverse world, we value and expect cross-cultural competence and the continuous self-reflection and self-awareness it demands. Through our policies, practices, and attitudes, we cultivate a culture that prepares seniors and students to respect, embrace, and champion diversity, equity, and inclusion within our schools and beyond them.
Chicago International Charter School provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws.
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