Teacher - Early Childhood Special Education

SUMMARY

Under the direct supervision of the Director -- Early Childhood, and in accordance with established policies and procedures of Eaton RESA, the Early Childhood Special Education Teacher, in collaboration with related service providers, shall develop and implement an individualized educational plan for each student (Ages 3-5) as recommended by the IEP team for students in community based preschool programs throughout the county.

The teacher provides direct instruction and will coordinate the work of paraprofessionals and other support staff. The teacher provides support and training for parents of the children in the classroom. In addition, the Early Childhood Special Education Teacher works in partnership with the preschool staff and related service staff within the organization to ensure quality, cohesive programming.

• Work collaboratively across assigned schools with instructional staff and administrators to build capacity for data collection, problem solving and data‑driven decision making processes that support implementation of Multi‑Tiered Systems of Support (MTSS) across core instruction, strategic and intensive intervention and assessment practices to positively impact student growth and achievement.
• Assist with curriculum and assessment planning and implementation.
• Develop and implement an individualized education plan (IEP) for each student.
• Work cooperatively with related service staff (e.g., speech, OT, PT, SSW) to implement IEP goals and objectives within the classroom setting and design universal systems of support.
• Collect data, analyze data and evaluate student progress as determined by the IEPT.
• Use carefully planned, research‑based teaching procedures that includes plans for generalization and maintenance of skills to teach specific skills in areas of basic learning, communication, social interactions and pre‑academic skills.
• Support parents and encourage their active involvement with the student and the program.
• Assist in the development of plans for students when they transition to Kindergarten.
• Communicate on an ongoing basis with parents and supervisor regarding each student’s progress.
• Provide educational training information and guidance to instructional paraprofessionals.
• Coach staff on supports that target the whole child’s development.
• May participate in co‑visits with other staff to learn from and/or support staff and family needs.
• Support families in connecting to other services in the community that they may need.
• Participate in regular team meetings, supporting special education students in preschool program.
• Prepare, maintain, and process required program documents, records, and reports.
• Maintain up‑to‑date knowledge of research, theories, and practices associated with early intervention.
• Other duties as assigned.

The listed tasks are intended to describe the nature and level of work being performed by a person in this position. This is not an exhaustive list of all job duties performed nor is it expected that all positions will be assigned every duty.

• Extensive knowledge of all domains of child development to assess needs and develop interventions.
• Knowledge of the Early Childhood Standards of Quality for Pre‑K (ECSQ‑PK).
• Knowledge of GSRP and Head Start rules and regulations.
• Knowledge and experience with implementing positive behavior supports, classroom management strategies, and individual student strategies.
• Skills with use of technology to implement work responsibilities.
• Ability to communicate effectively with a variety of audiences both orally and in writing.
• Ability to exercise discretion and confidentiality when dealing with all stakeholders.
• Ability to work and communicate effectively with administrators, staff, agencies, medical providers, community providers, young children, and families in the role of service coordinator.
• Ability to organize, self‑direct, and initiate work when given a variety of responsibilities and assigned tasks.
• Ability to lead, coordinate, and make decisions and problem solve independently and collaboratively within a team of service providers in partnership with…