KIPP Chicago College Prep Public Schools

Chicago, IL

Type: Instructional
Full Time/Part Time: Full-Time
Start Date: Immediate
Subject: Special Education
Grade: K; 1; 2; 3; 4; 5; 6; 7; 8

Organization: KIPP Chicago College Prep Public Schools
Preferred Locations:


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Diverse Learners Teacher

KIPP Chicago College Prep Public Schools

Chicago, IL

Type: Instructional
Full Time/Part Time: Full-Time
Start Date: Immediate
Subject: Special Education
Grade: K; 1; 2; 3; 4; 5; 6; 7; 8

Organization: KIPP Chicago College Prep Public Schools
Preferred Locations:



KIPP Chicago Schools is a local network of 8 public charter schools that is part of the nationally renowned Knowledge Is Power Program (KIPP). Our schools are completely free, and there are no requirements for enrollment except residency in the city of Chicago. Students and families choose to enroll in our schools because they are the highest quality option in their neighborhoods. All of our campuses are rated Level 1 or 1+ in the Chicago Public Schools SQRP rating system for the second year in a row, a distinction not shared by any other network of schools in the city and which makes KIPP Chicago the highest performing network of any kind in Chicago. Our mission is to empower our students with character and academic skills necessary to succeed in top-quality high schools and universities, to be happy in the competitive world, and to have a positive impact on their communities. Currently we serve 2,900 students in grades K-8 and 1,200 alumni in high school or college. (In addition to instruction in our K-8 classrooms, our students receive 10 further years of support in high school and college through our KIPP Through College program and counselors.)  99% of our students identify as Black or Latinx; 96% qualify for free and reduced price lunch; and 16% are identified as diverse learners. Our campuses are located on the south and west sides of the city in communities broadly referred to as “low income.” KIPP Chicago alumni from these communities graduate high school at a rate of 91% (compared to 78% for low-income student nationally), matriculate to college at a rate of 77% (compared to 34%), and earn a four-year degree at a rate of 30% (compared to 11%). We consider it our duty to find what works for every student who enrolls in our schools, and we do not incentivize or encourage any students or families to leave. If a student is unsuccessful within our behavioral or academic systems, we modify them or create something new.

Please familiarize yourself with our work by visiting and



At KIPP Chicago, Diverse Learners Teachers usually serve caseloads of high-incidence, cross-categorical students through pushing-in to content classrooms and pulling small groups of students out to a resource room.  DL Teachers are needed across our 8 schools, both our elementary schools and our middle schools, across all grade levels K - 8. Usually, DL teachers instruct caseloads of students from one to three grade levels.

When you apply for a position with KIPP Chicago, you will be considered for openings at all campuses that match your prior experience.  It’s possible you will interview at multiple schools and receive multiple offers. The selection process is managed by the Talent Recruiter, so you have a single point of contact and you’ll move through the process simultaneously for all campuses.

KIPP Chicago Schools’ students perform beyond statistical expectations in part because our teachers are exceptional.  They have a “whatever it takes” attitude toward their role in students’ success. They are remembered by students and families as inspirational.  Expectations specific to the Diverse Learners Teacher role are:

IEP Tasks

  • Write initial, annual and tri-annual IEPs using Chicago Public School’s eIEP system

  • Inform general education teachers of IEP goals as necessary

  • Monitor and support implementation of goals and objectives in general education classrooms

  • Provide and/or support modifications and accommodations as needed in general education classrooms

  • Keep IEPs updated as to the achievement of goals and objectives at the end of every quarter

  • Issue quarterly progress reports on IEP goals for students & families

  • Schedule coordinate, and chair the annual IEP meetings in collaboration with families, appropriate clinicians and general education staff

  • Maintain a portfolio of student work samples, anecdotal data, and classroom observations

  • Encourage parent partnerships and maintains positive communication with families regarding student progress

  • Work with the Principal, Assistant Principal and general education teachers to ensure all students receive appropriate accommodations and modifications during formal and informal assessments

Case Management Tasks

  • Assume responsibility for case compliance and student academic progress

  • Maintain special education file

  • Ensure all evaluation recommendations are followed up and completed

  • Work with clinicians to ensure related services are being delivered

  • Provide input on clinicians’ performance evaluations as appropriate and necessary

Our expectations for all teachers include, but are not limited to, the following:

  • A belief that all students can and will be successful at our schools, including students who present challenges

  • Commit to the demanding task of working with “low income” students and families toward the goal of college graduation

  • Practice a growth mindset about oneself and all others at the school, including seeking help and engaging in self-reflection in order to constantly refine one’s own teaching

  • Dependable attendance according to our extended school year and extended school day

  • Communicate frequently and consistently with students and families, including after school via phone, regarding academics, behavior, logistics, and homework help

  • Use best practices in alignment with school-wide systems to manage student behavior and create a safe, warm, demanding, and joyful classroom environment

  • Set specific, ambitious growth targets for all students and identify and leverage all necessary resources to ensure they meet them

  • Use best practices to backwards plan weekly and daily instruction that is tightly aligned to prescribed unit objectives and student needs as demonstrated by assessment data

  • Assess students daily, weekly, and at the ends of units and analyze and share assessment data through school-wide systems

  • Use best practices, including differentiation with instructional technology and other techniques, to execute engaging instruction at a level rigorous for all students

  • Collaborate throughout each day with grade level and content teams, sharing responsibility for all students at all times


KIPP Chicago Schools teachers are supported in their demanding work by experienced and dedicated leadership and staff who have themselves proven successful in the teaching role.  Our leaders maintain consistent school-wide systems and procedures -- academic, behavioral, cultural, logistical -- designed to permit teachers to do their best work.

Our supports for teachers’ work include, but are not limited to the following:

  • A recent model of Mac laptop computer

  • A monthly stipend to support the cost of mobile phone usage

  • Common behavioral expectations upheld by all school staff and recorded through our student paycheck system with attached school-wide incentives and disincentives

  • Principals and assistant principals who are routinely present throughout the building and day

  • One-on-one meetings with a principal and/or assistant principal once per week to discuss student progress and the teacher’s development

  • Collaboration with grade-level and content teams four afternoons per week

  • Two hours of time each week devoted to analyzing student data and planning responsive instruction

  • A prep period each day, typically 70 - 90 minutes

  • Frequent in-building professional development from school leadership

  • A rigorous prepared curriculum in ELA, Math, and Science; prepared unit plans and unit assessments for Social Studies

  • In-building technology support



The requirements for Diverse Learners Teacher are:

  • Bachelor’s degree (required)

  • Illinois teacher license with the endorsement Learning Behavior Specialist 1 (LBS 1) or out-of-state license that will transfer to Illinois (required)

  • Two years’ prior success teaching in “low-income,” urban communities (preferred)



KIPP Chicago Schools offers a competitive compensation and benefits package:

  • Salaries based on experience

  • Competitive rates for medical insurance and short-term disability insurance.  Dental insurance, vision insurance, life insurance, and long-term disability insurance are offered at no cost.

  • Contributions to the Chicago Teacher’s Pension Fund in accordance with Illinois state law

  • An additional, optional 403(b) retirement account

  • Robust professional development



Please apply immediately, as applications are accepted and roles are filled on a rolling basis.  All interested applicants should visit  If you have any questions, please contact the Director of Recruitment via email at



KIPP Chicago is committed to a policy of equal treatments for all individuals applying for employment. KIPP Chicago does not discriminate on the basis of race, color, gender, sexual orientation, national or ethnic background.