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Temporary Service Learning Jobs in Chicago, IL (NOW HIRING)

Chicago Public Schools

Temporary STLS Advocate

Chicago, IL · On-site

$20 - $25.75/hr

... learning. The Students in Temporary Living Situations Department advocates for students in ... We protect the rights of and provide services to pre-kindergarten through 12th grade children and ...

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As of Aug 17, 2026, the average hourly pay for temporary service learning in Chicago, IL is $33.18, according to ZipRecruiter salary data. Most workers in this role earn between $23.03 and $37.16 per hour, depending on experience, location, and employer.

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Contracted Temporary Behavioral Specialist - Little Village

Carole Robertson Center for Learning

Chicago, IL

$50 - $100/hr

Temporary

Medical, Dental, Vision, Retirement, PTO

Re-posted 23 days ago

Job description

Contracted Temporary Behavioral Specialist
The Contracted Behavioral Specialist provides short-term, classroom-based behavioral and social-emotional support during the summer for children ages 3–5 in early learning classrooms. This role is designed to support children with IEPs who are unable to receive school-based services during summer closure and who are not eligible for extended school year services, as well as children demonstrating developmental, behavioral, or social-emotional needs who may not yet have a diagnosis or IEP. The specialist works directly in classrooms to provide interventions and push-in support, model effective strategies for teachers, support inclusive participation, and help maintain safe, nurturing, and developmentally appropriate learning environments.
Essential Duties and Responsibilities
1. Classroom-Based Behavioral Support
  • Provide direct, classroom-based behavioral and social-emotional support to children ages 3–5 in early learning settings during the summer program.
  • Support children with IEPs who are unable to access school-based services during summer closure and who are not eligible for extended school year services.
  • Provide support for children who may not yet have a diagnosis or IEP but who demonstrate behavioral, developmental, or social-emotional needs that affect classroom participation.
  • Observe children in classroom routines and identify strengths, triggers, and effective supports to improve participation and regulation.
  • Implement developmentally appropriate interventions and strategies aligned with children’s individual needs and classroom goals.
2. Teacher Coaching and Classroom Consultation
  • Model and coach teachers on practical behavior support strategies, classroom accommodations, and proactive responses that promote children’s engagement and regulation.
  • Partner with teaching staff to implement developmentally appropriate strategies that support inclusion, transitions, peer interactions, and participation in classroom routines.
  • Support teachers in distinguishing developmentally expected behaviors from behaviors that may warrant additional intervention or referral.
  • Recommend classroom and environmental adjustments that strengthen positive behavior supports and reduce barriers to participation.
3. Collaboration, Documentation, and Follow-Up
  • Collaborate with site leadership, mental health team, teachers, and families, as appropriate, to share observations and support consistent intervention approaches.
  • Maintain timely, accurate documentation of classroom support provided, observed progress, strategies used, and follow-up recommendations.
  • Communicate emerging concerns to designated supervisors and contribute to recommendations for additional evaluation or support when needed.
  • Perform other related duties consistent with the temporary summer support nature of the role.
Required Knowledge, Skills, and Abilities
1. Education
  • Bachelor’s degree or comparable training in psychology, social work, counseling, child development, special education, applied behavior analysis, developmental therapy, or a related field preferred.
2. Experience
  • Experience providing behavioral, developmental, therapeutic, or mental health support to young children in classroom, clinic, school, or community settings required.
3. Required Skills
  • Knowledge of early childhood development, social-emotional learning, and behavior support strategies for children ages 3–5.
  • Experience supporting children with IEPs, developmental differences, autism spectrum disorder, or behavioral and emotional needs in inclusive settings preferred.
  • Ability to model practical interventions for teachers and classroom teams using approaches grounded in play therapy, mental health, developmental therapy, or similar evidence-informed practices.
  • Strong observation, problem-solving, and communication skills, with the ability to work collaboratively with teachers, families, and multidisciplinary staff.
  • Ability to maintain accurate records, document support provided, and communicate recommendations clearly and professionally.
  • Ability to remain calm, flexible, and responsive in active classroom environments and during periods of dysregulation or high need.
  • Availability to work a temporary summer schedule of approximately 20–30 hours per week, based on program needs.
  • Demonstrated commitment to inclusion, dignity, relationship-based practice, and culturally responsive support for children and families.
Other Requirements
Must successfully complete all required background checks and clearances for working in early childhood settings. This temporary contract role is expected to work approximately 20–30 hours per week during the summer and may require travel between classroom sites.
Physical Demands amp; Work Environment
The physical demands described here are representative of those that must be met to successfully perform the essential functions of this role. The position requires:
  • Standing, walking, sitting on child-sized furniture, kneeling, stooping, and moving actively within classroom environments for extended periods.
  • Ability to respond promptly to children’s needs and support classroom routines, transitions, and active supervision.
  • Visual and auditory acuity sufficient to observe children, monitor classroom activity, and communicate effectively with staff and families, with correction if needed.
  • Occasional lifting, carrying, or moving of classroom materials or equipment up to 20 pounds.
Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions of this position.
Benefits
  • Health Insurance (medical, dental, vision)
  • Retirement savings plan (401(k))
  • Paid Time Off (vacation, sick leave, holiday)
  • Employee Assistance Program
  • 2026-27 CRCL Benefits Guide
  • CRCL 2026-2027 Bi-Weekly Rate Sheet
  • If you are having issues accessing the link, please be sure to check out our Careers page for more information!

Carole Robertson Center for Learning provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.
This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

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