Early Childhood Special Education Teacher

Early Childhood Special Education Teacher

Job Goal: This individual will be responsible for developing and implementing a comprehensive, standards‑based integrated preschool program focused on the social‑emotional and academic learning needs of all students. This individual may also be responsible for providing itinerant special education services in community preschool classrooms.

• Early Childhood Special Education Teacher Certification granted by the Rhode Island Department of Education
• Early Childhood Education Teacher Certification granted by the Rhode Island Department of Education
• Experience as a Preschool/Elementary Special Education Teacher (minimum of 1 year)
• Bachelor’s Degree, Master’s preferred

• Work on a collaborative preschool team.
• Develop student‑centered lessons.
• Provide direct individual and group instruction.
• Have a strong working knowledge of early literacy and early numeracy.
• Have a strong command of the Rhode Island Early Learning and Development Standards (RIELDS) and integrate those standards into lessons and assessments.
• Provide effective, evidence‑based instruction embedded within the daily classroom routine and individualized to meet each child’s needs.
• Provide accommodations, modifications, and specialized instruction to students with disabilities who are integrated into the program.
• Demonstrate a strong command of strategies for students identified on the Autism Spectrum, including TEACHH.
• Provide itinerant special education services in local preschools.
• Facilitate the effective utilization of community resources to meet the needs of school children.
• Express concern for all students regardless of cultural, academic or intellectual needs.
• Demonstrate sensitivity in working with staff, students and parents.
• Keep abreast of current trends in teaching and learning.
• Follow established communication channels.
• Submit required reports promptly and accurately.
• Use appropriate resources for referral and consultation.
• Utilize the District grade reporting, curriculum, and attendance systems.
• Develop and implement quality Individualized Education Programs (IEPs) with measurable goals aligned to RIELDS.
• Implement regular progress monitoring strategies and reporting.
• Oversee and facilitate the work of the preschool teacher assistants.
• Collaborate with support service providers including speech, occupational therapy, physical therapy, reading specialist, psychologist, social worker, ELL teacher, and math specialist.
• Actively engage in the school professional learning community.
• Integrate tenets of Professional Learning Community, Visible Learning, Deeper Learning, Responsive Classroom, Positive Behavioral Supports, and Social‑Emotional Learning Competencies into day‑to‑day practices.
• Provide students with opportunities and guidance to evaluate their own work and behavior against defined criteria and use assessment results to provide timely feedback on progress.
• Reflect on practice and assume responsibility for own professional development by seeking and participating in opportunities to learn and grow as professionals and enhance the instructional core.
• Solicit feedback from students, families, and colleagues to improve teaching.
• Take responsibility for learning about and implementing federal, state, district and school initiatives to improve teaching and learning.
• Interact with students, colleagues, parents and others in a professional manner that is fair and equitable and guided by codes of professional conduct.
• Exhibit attributes of reliable attendance, promptness, dependability, and professional ethics; use effective communication skills with students, colleagues, families and related agencies; complete all requested forms, reports, and data collections in an accurate and timely manner; perform the functions of the position in accordance with RI Professional Teaching Standards, RI Professional Code of Conduct, and all laws, regulations, school district policies, and administrative priorities.
• Perform other duties as may be assigned and/or necessary to perform the functions of the position.

Length of the contract to be determined by the Superintendent.

To support the Barrington’s commitment to diversity, and to foster inclusion, respect, and equity in education, the successful candidate is expected to include people of all races, ethnicities, creeds, socioeconomic classes, gender identities, sexual orientations, and disability statuses in work activities. Preference will be given to candidates who articulate their commitment to valuing inclusivity and diversity.