<p>Assistive Technology Specialist JobID: 2602</p> <p>Position Type:</p> <p>Elementary School Teaching/Assistive Technology Facilitator</p> <p>Date Posted:</p> <p>3/31/2025</p> <p>Location:</p> <p>Districtwide</p> <p>Date Available:</p> <p>08/18/2025</p> <p>Closing Date:</p> <p>When filled</p> <p>&nbsp&nbspAdditional Information: Show/Hide</p> <p>Position Title: Assistive Technology Specialist</p> <p>Applicants are instructed to address in their application/resume their experiences directly related to each section noted in this posting.</p> <p>Position Type: Districtwide: Technology</p> <p>Date Posted: March 31, 2025</p> <p>Location: Districtwide</p> <p>Date Available: August 18, 2025, plus new staff orientation August 6 - 14, 2025</p> <p>QUALIFICATIONS</p> <ul> <li>License/Certification: Illinois Professional Educator License with technology specialist, computer applications and/or computer science endorsement(s) </li><li>Education: Required - Bachelor's Degree </li><li>Experience - Required - Teaching or student teaching experience </li><li>Preferred - Teaching or student teaching experience in an elementary school technology classroom </li></ul> <p>ESSENTIAL PERFORMANCE RESPONSIBILITIES:</p> <ul> <li> <p>Has command of the subject matter and effectively implements the Woodland District 50 curriculum including Response to Intervention (RtI)</p> </li><li> <p>Uses a variety of instructional techniques and differentiates instruction to meet the individual needs and interests of the students</p> </li><li> <p>Adheres to the guidelines outlined in the Woodland School District 50 Staff Handbook</p> </li><li> <p>Contributes to a positive school climate through the support of the district's Strategic Plan and Positive Behavior Intervention and Support (PBIS) program</p> </li><li> <p>Orders materials and supplies as per district procedures, with appropriate authorization and within budgetary constraints</p> </li><li> <p>Works cooperatively with other staff members as needed regarding students who may needspecialized interventions</p> </li><li> <p>Collaborates with staff and paraprofessionals to meet the needs of students with special needs</p> </li><li> <p>Meets and instructs assigned classes in locations and at the times assigned</p> </li><li> <p>Maintains control of storage and use of school-owned property; keeps supplies in good working condition, is responsible for all materials as well as manages repair of equipment</p> </li><li> <p>Adheres to all school and district policies and procedures, including maintaining confidentiality</p> </li><li> <p>Collaborates as needed with appropriate school personnel regarding students who may need specialized interventions</p> </li><li> <p>Uses a variety of avenues to communicate regularly with parents and school personnel regarding students' levels and rates of progress</p> </li><li> <p>Assesses the needs of the special education and support staff regarding their knowledge of the technology required to facilitate the effectiveness of the integration of technology into the Individualized Educational Plan (IEP) for those students in need.</p> </li><li> <p>Lead the assistive technology team at Woodland</p> </li><li> <p>Facilitate meetings</p> </li><li> <p>Coordinate services with administration</p> </li><li> <p>Process referrals</p> </li><li> <p>Schedule evaluations</p> </li><li> <p>Including data gathering from service providers</p> </li><li> <p>Type and distribute formal copies of evaluations</p> </li><li> <p>Attend IEP team meetings to facilitate the inclusion of specific technology when needed</p> </li><li> <p>Assists with referring to outside sources when needed on complex students.</p> </li><li> <p>Assists in training staff (certified and Educational Support Staff [ESP]) on specific programs or equipment being used by a student in their classroom</p> </li><li> <p>Trains staff on how to set up program structure to adapt for specific lessons.</p> </li><li> <p>Works hands-on with students in classrooms assessing and implementing software and hardware</p> </li><li> <p>Helps address technology issues with Assistive Technology (AT) devices being used when they are not working properly or settings/preferences need to be adjusted. Troubleshoot problems and concerns.</p> </li><li> <p>Helps provide parents with information when they wish to pursue items they can purchase or use at home.</p> </li><li> <p>Facilitates the SETT (Students-Environment-Tasks-Tools) process:</p> </li><li> <p>Student: Talk with team who refer a student for assistive technology and identify student's educational/communication/physical needs. Identify their strengths and limitations.</p> </li><li> <p>Be able to work in all buildings across the district</p> </li><li> <p>Be able to work in a variety of settings with a variety of teams-special education, regular education, resource, etc.</p> </li><li> <p>Act as liaison between home and school-assessing and integrating technology across environments, keeping families informed of the process, etc.</p> </li><li> <p>Environment: Identify the characteristics of their placement, which need to be considered when making decisions regarding assistive technology.</p> </li><li> <p>Familiarity with buildings and demands (i.e. different environments throughout district tools already available, etc)</p> </li><li> <p>Knowledgeable about district resource (categorize and track equipment)</p> </li><li> <p>Knowledgeable about external resources (SEDOL, INFINITEC)</p> </li><li> <p>Task: Help identify the specific tasks the student needs to perform in order to be successful. (what will the device be used for?)</p> </li><li> <p>Tools: What are appropriate low tech or high tech? Tools that would help facilitate the student's success.</p> </li><li> <p>Willingness to learn and implement high and low tech tools; software and hardware</p> </li><li> <p>Willingness to use community resources to further knowledge</p> </li><li> <p>Assists in writing goals to incorporate in the IEP that address the student's assistive technology needs.</p> </li><li> <p>Follows up with teachers and students after recommendations are made from private/outside evaluators or Woodland's tech team</p> </li><li> <p>Provides supplemental services for Tier 2 & 3 Response to Intervention (RtI) interventions as appropriate with his/her workload</p> </li><li> <p>Performs other such duties and assumes other responsibilities as may be assigned by the School Principal or Director of Special Education</p> </li></ul> <p>KNOWLEDGE, SKILLS AND ABILITIES:</p> <ul> <li>Planning and Preparation - Must be able to demonstrate knowledge of content and pedagogy, students, and resources. Design coherent instruction and select appropriate instructional activities, and has the ability to assess students learning. </li><li>Classroom Environment - Creates an environment of respect and report, establishes a culture for learning, manages classroom procedures, manages students behavior, and has the ability to organize physical space. </li><li>Instruction - Communicates clearly and accurately, uses questioning and discussion techniques, engages students in learning, provides feedback to students, and demonstrates flexibility and responsiveness. </li><li>Professional Responsibility - Reflects on teaching, maintains accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism. </li></ul> <p>Technical: Competent in digital environments; Chromebooks, databases, spreadsheets, publishing software, Microsoft Office, Google applications etc. Must have completed or be willing to attend Project Lead the Way training.</p> <p>Interpersonal: Ability to develop and maintain positive relationships with students, staff, parents, businesses and community. Strong organization, communication and interpersonal skills. Empathetic, humanistic and open-minded. Strong sense of teamwork. Strategic thinker. Must be able to work harmoniously with the community, students, parents, staff, and administration, etc. Must be able to communicate effectively with students, parents and staff. Must exhibit sound judgment in dealing with people. Must have strong organizational skills.</p> <p>DISTRICT CORE COMPETENCIES:</p> <ul> <li>Support the establishment of mutual respect and equal human dignity across the entire school community. </li><li>Welcomes inclusion, equity and diversity. </li><li>Have an unwavering commitment to the success of all students. </li><li>Understanding that your identity may be different than students, parents, and staff, you are willing to put those differences aside for the success of all students. </li><li>Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them. </li><li>Willingly anticipate, identify and adopt change. </li><li>Engage in all job-related interactions and activities, with contacts from within and outside the District, in a courteous and professional manner. </li><li>Communicate with styles that are approachable and respectful. </li><li>Participate in professional development and training to become more effective and efficient. </li><li>Take initiative to manage multiple tasks. </li><li>Effectively organize work to be as productive as possible. </li></ul> <p>PHYSICAL DEMANDS:</p> <p>Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordinated performance.</p> <p>Physical Effort: Work requires handling average weight materials or equipment, but not for sustained periods.</p> <p>Working Conditions: Some exposure to definitely disagreeable elements may exist.</p> <p>TERMS OF EMPLOYMENT: 180 days; Monday thru Friday</p> <p>SALARY RANGE: BA / Step 1: $42,199 - MA +45 / Step 8 - $59,249. Based on experience and education as defined by the Collective Bargaining Agreement.</p> <p>HOW TO APPLY: Internal applicants should apply online at www.dist50.net and attach a resume to the online application. External applicants should apply online at www.dist50.net and attach three letters of recommendations, resume and transcript(s) to the online application. All applicants must be willing to interview in person and demonstrate skills through a situational analysis. Applicants will be contacted within three weeks if invited for an interview. Minority candidates are encouraged to apply. Further information regarding this position may be obtained by contacting:</p> <p>CONTACT PERSON:</p> <p>Mrs. Vasiliki Frake</p> <p>Director of Educational Services</p> <p>vfrake@dist50.net</p> <p>(847) 596-5630</p> <p>APPLICATION DEADLINE: When filled</p> <p>Woodland School District 50 is an Equal Opportunity Employer with established policies prohibiting discrimination on the basis of race, color, creed, religion, national origin, sex, sexual orientation, age, ancestry, marital status, arrest record, military status, order of protection status, unfavorable military discharge, citizenship status provided the individual is authorized to work in the United States, use of lawful products while not at work, being a victim of domestic or sexual violence, genetic information, physical or mental handicap or disability, if otherwise able to perform the essential functions of the job with reasonable accommodation, pregnancy, childbirth, or related medical conditions, or other legally protected categories. The Associate Superintendent of Educational Services (847-596-5631) addresses questions regarding student discrimination and serves as the Districts Title IX Coordinator, and the Executive Director of Human Resources (847-596-5640) answers questions concerning employment discrimination.</p> <p>EP1-FY26-2602</p>