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Based Learning Jobs in Round Lake, IL (NOW HIRING)

Mathnasium

ASSISTANT CENTER DIRECTOR

Mount Prospect, IL · On-site

$18 - $23.25/hr

From Math Nights to activity-based learning, you will celebrate student success and promote fun in everything you do. Key Responsibilities: * Make learning math fun for students * Find joy helping K ...

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Mathnasium

ASSISTANT CENTER DIRECTOR

Round Lake Beach, IL · On-site

$17.25 - $22.50/hr

From Math Nights to activity-based learning, you will celebrate student success and promote fun in everything you do. Key Responsibilities: * Make learning math fun for students * Find joy helping K ...

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How much do based learning jobs pay per hour?

As of Aug 7, 2026, the average hourly pay for based learning in Round Lake, IL is $21.54, according to ZipRecruiter salary data. Most workers in this role earn between $15.91 and $26.49 per hour, depending on experience, location, and employer.

What are some common challenges faced by professionals in project-based learning roles, and how can they be addressed?

Professionals working in project-based learning often encounter challenges such as ensuring student engagement, facilitating effective group collaboration, and assessing individual contributions within group projects. Addressing these challenges typically involves setting clear expectations, using structured project guidelines, and incorporating regular check-ins to monitor progress. Additionally, leveraging rubrics and self/peer assessments can help provide fair and comprehensive evaluation while supporting student accountability and growth.

What are the key skills and qualifications needed to thrive as a Learning and Development Specialist, and why are they important?

To thrive as a Learning and Development Specialist, you need expertise in instructional design, training facilitation, and adult learning principles, often supported by a degree in education, human resources, or a related field. Familiarity with Learning Management Systems (LMS), e-learning authoring tools, and relevant certifications such as CPLP or ATD are typically required. Strong communication, creativity, and organizational skills help engage learners and manage multiple training projects effectively. These skills are crucial for developing impactful learning programs that enhance employee performance and support organizational growth.

What is the difference between Based Learning vs Data Learning?

AspectBased LearningData Learning
Required CredentialsTypically no formal credentials; focus on practical skillsOften requires knowledge of data analysis, statistics, or related certifications
Work EnvironmentEducational settings, online platforms, workshopsTech companies, data-driven industries, research labs
Industry UsageEducation, training programsTechnology, finance, healthcare
Search & Comparison IntentUnderstanding different learning methodsComparing data-focused learning approaches

Based Learning emphasizes practical, hands-on approaches to acquiring skills without necessarily requiring formal credentials. Data Learning, on the other hand, involves understanding data analysis and related skills, often with certifications. Both are used in educational and professional settings but serve different purposes: one focuses on experiential learning, the other on data proficiency.

What is based learning?

Based learning refers to educational approaches that center instruction around specific contexts, experiences, or projects, such as project-based learning or inquiry-based learning. These methods focus on engaging students in real-world problems and active exploration, helping them develop critical thinking, collaboration, and problem-solving skills. By connecting learning to meaningful activities, students are more likely to retain knowledge and apply it beyond the classroom.
What cities near Round Lake, IL are hiring for Based Learning jobs? Cities near Round Lake, IL with the most Based Learning job openings:
Based Learning jobs near you

Teacher - North Shore Academy

TrueNorth Educational Cooperative 804

Highland Park, IL • On-site

Contractor

Re-posted 27 days ago

Job description

Position Type:
Special Education/Teacher
Date Posted:
7/6/2026
Location:
North Shore Academy
Date Available:
2026-2027 School Year
Closing Date:
Until Filled
Job Description • Teacher - North Shore Academy
Reports to: Instructional Coordinator and Principal
Employment Group: Faculty TRS
FLSA Status: Exempt
Work Year: 10 Months
Position Summary
The North Shore Academy (NSA) Teacher supports the TrueNorth mission and is committed to the possibilities in every learner, every day. This educator provides instructional, therapeutic, and community-based learning experiences for students with moderate-to-severe emotional and behavioral challenges. The NSA Teacher delivers individualized academic instruction, implements evidence-based behavioral and social-emotional interventions, and collaborates with multidisciplinary teams to promote student growth, resilience, and successful transitions.
The NSA Teacher works closely with students, families, classroom teams, related service providers, and administrators to create a safe, supportive, and trauma-informed learning environment. This educator understands that traditional disciplinary approaches are often ineffective for this population and instead utilizes collaborative problem-solving, coping skills instruction, and strength-based practices to support student development.
Qualifications
  • Illinois Professional Educator License (PEL) with LBS I endorsement
  • Experience working with students with significant emotional, behavioral, and learning needs
  • Knowledge of therapeutic, trauma-informed, and evidence-based practices for students with emotional and behavioral disorders
  • Strong organizational skills and effective written and verbal communication
  • Ability to collaborate with multidisciplinary teams and support students in crisis
  • Experience supervising and supporting paraprofessionals (preferred)

Required Knowledge, Skills, and Abilities
Knowledge
  • Knowledge of emotional and behavioral disorders and their impact on learning and development
  • Knowledge of trauma-informed practices, collaborative problem-solving, and therapeutic classroom models
  • Knowledge of academic curriculum across grade levels and content areas
  • Knowledge of functional, community-based instruction and transition-focused programming
  • Knowledge of legal and ethical requirements governing special education services

Skills
  • Skill in designing and delivering specially designed academic and behavioral instruction aligned to IEP goals
  • Skill in conducting informal and formal assessments of academic and behavioral progress
  • Skill in implementing evidence-based interventions to address lagging skills and support regulation
  • Skill in establishing a therapeutic classroom climate consistent with the Circle of Courage values
  • Skill in supervising, coaching, and supporting teaching assistants
  • Skill in maintaining accurate documentation, service notes, and IEP-related reports
  • Skill in using technology to collect and analyze student data and support instruction

Abilities
  • Ability to communicate clearly and professionally with students, families, and staff
  • Ability to engage in effective problem-solving with students in crisis
  • Ability to model resilience, flexibility, and constructive conflict resolution
  • Ability to maintain student safety and provide appropriate supervision
  • Ability to prioritize tasks, manage timelines, and adapt to changing student needs
  • Ability to maintain strict confidentiality and model ethical practic

Essential Responsibilities
The following statements describe the general nature and level of work assigned to this position. They are not intended to be an exhaustive list of all responsibilities. Additional duties may be assigned that are reasonably related to the position.
Instruction & Curriculum
  • Develop and implement curriculum aligned to IEP goals and state standards
  • Provide academic instruction appropriate to assigned grade level (elementary, middle, or high school)
  • Integrate functional, community-based learning experiences into instruction
  • Conduct informal and formal assessments to monitor academic and behavioral progress
  • Prepare for and participate in IEP meetings and multidisciplinary team conferences

Therapeutic & Behavioral Support
  • Participate as a member of the therapeutic behavior program team to develop and implement treatment plans
  • Utilize collaborative problem-solving, coping skills instruction, and evidence-based interventions
  • Demonstrate a thorough understanding of emotional and behavioral disorders and therapeutic needs
  • Establish a classroom culture consistent with a strengths-based model for positive school and classroom culture
  • Engage in effective problem-solving with students experiencing crisis
  • Formulate intervention strategies to address lagging skills and support regulation

Collaboration & Communication
  • Maintain open communication with students, families, home schools, and team members
  • Collaborate with related service providers, general and special educators, and administrators
  • Encourage and coordinate student involvement in strength-based and community-based activities
  • Discuss concerns openly and directly with colleagues to support team cohesion
  • Communicate effectively in writing, including IEP reports and home/school correspondence

Supervision & Professional Responsibilities
  • Supervise and evaluate teaching assistants, providing direction, coaching, and professional guidance
  • Ensure the safety and supervision of all students in the classroom and during school activities
  • Maintain accurate documentation, records, and communication logs
  • Participate in professional development to remain current with research, trends, and evidence based practices
  • Demonstrate effective interpersonal skills, including conflict resolution, active listening, and respectful communication
  • Utilize classroom technology and data systems to support instruction and progress monitoring

Physical Demands
  • Regularly required to sit, stand, walk, bend, reach, and engage in physical activity with students
  • Must be willing and able to complete Non-Violent Crisis Intervention training and employ these skills as necessary
  • May experience high levels of student aggression and must support students within the school setting
  • Occasionally required to lift, carry, pull, or push materials or equipment up to 50pounds as needed to support student programming
  • Occasional stooping, bending, and reaching
  • Requires sufficient vision, hearing, and communication abilities to perform essential job functions

Work Environment
  • Work is performed in classrooms, hallways, outdoor spaces, and community environments
  • May involve exposure to students with diverse behavioral, medical, and physical needs
  • Requires flexibility in adapting to varied instructional environments and schedules
  • Noise levels vary and may be moderate to high depending on student activity and environment
  • Must work indoors and outdoors year-round

Additional Information: This position also includes assigned duties such as providing vocational and transition support services to TN students. These responsibilities may include:
  • Provide job coach training to a team of employment specialists, teacher assistants, teachers and employers
  • Monitor and evaluate performance of employment specialists, as well as complete their evaluations in collaboration with the ELS Program Administrator
  • Develop vocational training sites for students of all disabilities, including the development and presentation of marketing/training proposals
  • Develop opportunities for competitive employment locations for students with disabilities
  • Coordinate the training of students at corporate sites with TrueNorth staff
  • Provide up-to-date knowledge of services provided by agencies
  • Provide up-to-date knowledge of available services and potential funding sources for students and families
  • Case management of students requiring intensive vocational/transition support, as requested
  • Lead the IEP team through Transition Plans and transition planning activities, timelines and process
  • Work with the DHS/DRS staff to provide service to students and families

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