Alternative Education Teacher

Alternative Education Teacher

Position Type:
Elementary School Teaching

Date Posted: 9/17/2025.

Date Available:

01/05/2026.

The Alternative Education Teacher provides instruction, support, and structure for students who, for academic, behavioral, social-emotional, or disciplinary reasons, are unable to succeed in a regular classroom environment. The teacher works in a temporary or specialized placement (alternative education program) to help students re‑engage, meet educational goals, and transition successfully back to the regular or most appropriate setting.

• Teach individual students and small groups using differentiated instruction tailored to their academic level, learning style, and behavioral needs.
• Develop and implement Behavior Intervention Plans (BIP), Individualized Education Programs (IEPs), or Alternative Education Plans as required.
• Reinforce instruction in core academic subjects (e.g., reading, writing, math, social studies, science) and assist in remedial or enrichment activities.
• Use a variety of instructional strategies, including non‑traditional methods, to engage students.
• Use behavior management strategies to maintain a safe, positive, and orderly classroom environment; set clear behavior expectations, teach them, check for understanding, and address behavior issues fairly and consistently.
• Collaborate with other educators, counselors, administrators, parents/guardians, and support staff to coordinate services and supports for students (academic, social, emotional).
• Monitor student progress, conduct regular assessments, analyze data, and adjust instruction accordingly.
• Maintain accurate records (attendance, grades, behavior, communication) in compliance with district policies and state law.
• Participate in professional development; keep current with research and best practices in alternative education, social‑emotional learning, classroom management, restorative practices, etc.
• Create a classroom culture that supports positive self‑concepts, trust, respect, and helps students build resilience and responsibility.
• Supervise student activities, transitions, and supervision outside of the classroom as needed.
• Assist with or lead re‑entry or transition planning when students return to a regular classroom environment.

• Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.

• Knowledge of current teaching methods and educational pedagogy, and the ability to differentiate instruction based upon student learning styles.
• Knowledge of elementary school curriculum and concepts.
• Knowledge of data information systems, data analysis, and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network systems and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self‑evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

• May work in specialized classrooms outside of mainstream settings, often with smaller class sizes.
• Students may present more frequent behavior or social‑emotional challenges; de‑escalation, restorative practices, and counseling coordination may be required.
• Possible irregular or adapted schedule based on program needs.
• Collaboration with multiple staff (counselors, psychologists, paraprofessionals) is more intensive than in some regular classrooms.

• Valid Illinois Professional Educator License (PEL) or an appropriate alternative/provisional teaching license endorsed for alternative education or the relevant subject area.
• Bachelor’s degree from a regionally accredited institution; major or sufficient coursework in the content area of instruction if required.
• Experience working with students with diverse needs (behavioral, social‑emotional).
• Ability to plan and deliver instruction under sometimes challenging conditions, including smaller or varied learning environments.
• Strong classroom management skills; ability to maintain order, structure, and high expectations.
• Excellent communication and interpersonal skills; ability to build relationships with students, families, staff, and community.
• Flexibility, patience, cultural competency, resilience.
• Proficiency with data analysis and differentiating instruction.
• Adherence to district policies, state laws concerning special education (IDEA), confidentiality (FERPA), safety, etc.

• Bachelor’s degree in Elementary / Middle School Education or a related discipline applicable to teaching assignment.
• Master’s degree in a related area preferred.

Successful prior teaching experience for the appropriate grade levels is a plus.