Bilingual (Spanish) Resource Teacher

Position Type:

Elementary School Teaching/Primary

• Grades EC

•

K Date Posted:

4/22/2026

Location:

Woodland Primary School Date Available:

08/17/2026

Closing Date:

05/30/2026 ________________________________________________________________________________________________________________________________________________________________________________________________________________

Position Title:

Bilingual Resource Teacher (Spanish) Applicants are instructed to address in their application/resume their experiences directly related to each section noted in the posting. Only completed/submitted online applications with supporting documents will be screened.

Position Type:

Elementary School Teaching Location:

Woodland Elementary School Date Available:

August 17, 2026, plus six days New Staff Orientation August 5

• 12, 2026

Description:

Assist students in remedying academic and behavioral delays; consult with school staff regarding appropriate behavioral/academic interventions for students in regular education and special education for students requiring special education services. Self-contained Classroom.

QUALIFICATIONS

1.

License:

Required

• Illinois Professional Educators License with LBS-1, Bilingual/Spanish and EC Endorsements registered in Lake County 2.

Education:

Required

• Bachelor's Degree 3.

Experience:

A. Required

• Prior teaching experience or student teaching experience B. Preferred
• Experience teaching special education.

Ability to collaborate with team of providers and organize a system of communication. Spanish-speaking preferred.

ESSENTIAL PERFORMANCE ABILITIES

1. Has command of the subject matter and effectively implements the Woodland District 50 curriculum including Response to Intervention (RtI) and Common Core Standards 2. Adheres to the guidelines outlined in the Woodland School District 50 Staff Handbook 3 Contributes and models a positive school climate through the support of the district's Strategic Plan and Positive Behavior Intervention and Support (PBIS) program 4. Orders materials and supplies as per district procedures, with appropriate authorization and within budgetary constraints 5. Works cooperatively with other staff members 6. Collaborates with staff and paraprofessionals to meet the needs of students with special needs 7. Meets and instructs assigned classes in locations and at the times assigned 8. 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 9. Adheres to all school and district policies and procedures, including maintaining confidentiality 10. Collaborates as needed with appropriate school personnel regarding students who may need specialized interventions 11. Uses a variety of avenues to communicate regularly with parents and school personnel regarding students' levels and rates of progress 12. Provides direct services to students with special needs and Response to Intervention (RtI) students for the purpose of changing inappropriate behaviors and/or learning difficulties. 13. Provides supplemental services for Tier 2 and 3 interventions as appropriate within his/her workload 14. Provides ongoing consultation services to staff for modifications for all students in the regular classroom.

This may include the following:

• curriculum modification
• behavioral management skills
• assistance in identifying behavioral problems
• discussion and feedback concerning student progress 15.

Utilizes a variety of instructional techniques, media and technology to include assistive technology consistent with the needs and capabilities of the individuals or student groups involved 16. Assists the classroom teachers in creating an environment that is conducive to learning and appropriate to the maturity and interests of the students. Include working with students with varying disabilities in a classroom/pull-out setting. 17. Assists the classroom teachers in developing reasonable rules of classroom behavior and procedures, and maintains order in a fair and consistent manner. Provides suggestions and strategies to the classroom teacher to support the students in the classroom environment. 18. Prepares for students assigned, and shows written evidence of preparation upon request of immediate supervisor 19. Guides the learning process toward the achievement of curriculum goals, establishes clear objectives for all learning and behavioral activities, and communicates these objectives to the student 21. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations 22. Makes provisions for being available to students and parents for education-related purposes outside the instructional day, when necessary 23. Plans and assigns purposeful assignments for paraprofessionals and volunteers as needed 24. Attends Individualized Education Plan (IEP) conferences, parents meetings, Problem Solving Team meetings, etc. as appropriate 25. Selects learning content congruent with prescribed curriculum and IEP 26. Develops and completes measurable IEP goals and objectives. Progress monitors all goals and objectives consistently as outlined by the district in accordance with State and Federal statutes 27. Daily lesson plans are organized and educational materials are prepared to implement district curriculum and Common Core State Standards 28. Adapts teaching methods and instructional materials to meet students varying needs and interests 29. Utilizes the Response to Intervention model (RTI) to assist in reviewing data, determining academic needs, setting appropriate academic goals and implementing interventions for students 30. Maintains accurate, complete, and up-to-date records of student attendance, projects, and grades 31. Gathers and maintains up-to-date records of student grades and assessment data to assist in the placement of students 32. Administers state and local standardized ability and achievement tests and interprets results to determine student strengths and areas of need 33. Attends and participates in team, department, faculty meetings, and professional development 34. Keeps up to date with developments in subject area, teaching resources and methods and makes relevant changes to instructional plans and activities to meet the needs of all students 35. Performs other such duties and assumes other responsibilities as may be assigned by the Supervisor, School Principal and/or in consultation with the Director of Special Education

KNOWLEDGE, SKILLS AND ABILITIES

Planning and Preparation � Responsible for demonstrating knowledge of content and pedagogy, students, and resources. Design coherent instruction and select appropriate instructional activities, and has the ability to assess students learning. Classroom Environment � Responsible for creating an environment of respect and establishes a culture for learning, manages classroom procedures, manages student's behavior, and has the ability to organize physical space. Instruction � Communicates clearly and accurately, uses questioning and discussion techniques, engages students in learning, provides feedback to students, and demonstrates flexibility and responsiveness. Professional Responsibility � Reflects on teaching, must maintain accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism.

Technical:

Must be able to utilized a white board/smartboard, iPads with various apps, online assessment tools, Microsoft Office and Google programs, and district email/voicemail systems.

Interpersonal:

Ability to develop and maintain positive relationships with students, staff, parents, businesses and community. Strong organization, communication and interpersonal skills. 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 have the ability to lead and support paraprofessional staff in the classroom and collaborate with all related service providers. Must exhibit sound judgment in dealing with people. Must have strong organizational skills.

DISTRICT CORE COMPETENCIES

1. Support the establishment of mutual respect and equal human dignity across the entire school community. 2. Welcomes inclusion, equity and diversity. 3. Have an unwavering commitment to the success of all students. 4. 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. 5. Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them. 6. Willingly anticipate, identify and adopt change. 7. Engage in all job-related interactions and activities, with contacts from within and outside the District, in a courteous and professional manner. 8. Communicate with styles that are approachable and respectful. 9. Participate in professional development and training to become more effective and efficient. 10. Take initiative to manage multiple tasks. 11. Effectively organize work to be as productive as possible.

PHYSICAL DEMANDS

Manual Dexterity:

Work requires definite skilled and accurate physical operations requiring some closely coordinated performance.

Physical Effort:

Ability to support students with daily living skills and if needed physically support them within the school setting. Work requires handling average weight materials or equipment, but not for sustained periods.

Working Conditions:

Some exposure to definitely disagreeable elements. Travel to schools and seminars as needed.

TERMS OF EMPLOYMENT

180 days; Monday thru Friday; 7:25 AM

• 3:00 PM

SALARY RANGE

SALARY RANGE:

BA / Step 6: $50,863

• MA+45 Step 8: $63,094 (Based on experience and education as defined in the Collective Bargaining Agreement)

HOW TO APPLY

Internal applicants should apply online and attach a resume to the online application. External applicants should apply online and attach three letters of recommendations and resume to the online application at www.dist50.net. 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:

CONTACT PERSON

Yamilette Sosa Director of Language Acquisition ysosa@dist50.net (847) 596-5623 Niki Scofield Principal nscofield@dist50.net (847) 984-8702 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.