Early Childhood Special Education; ECSE) Teacher and MIPP Transition Coordinator

• Bachelor’s degree (or higher) from an accredited college or university.
• Michigan Teaching Certificate with any of the following endorsements:
  Early Childhood Education (ZA), Early Childhood PK (ZS), or Early Childhood Special Education (ZN)
• Strong knowledge of IDEA, MARSE, and the IEP Process
• Creative, committed, energetic, and well-organized.
• Strong moral values, discipline, communication skills, and a collaborative mindset.
• Such alternatives to the above qualifications as the Superintendent or designee may find appropriate and acceptable.

Reports To: Principal, Director of Special Services

• Demonstrate professional leadership, self-efficacy, ethical conduct, accountability for child outcomes, and advocacy for young children with disabilities and their families.
• Provide developmentally appropriate direct and indirect special education services to eligible children approximately 2 years, 6 months through 5 years of age, as specified in each child’s Individualized Education Program (IEP).
• Design and implement individualized, evidence-based, play-based learning experiences aligned with IEP goals, Michigan early childhood learning standards, approved curriculum, and each child’s developmental level, strengths, interests, and needs.
• Develop and deliver instruction addressing cognition, communication, early literacy, early mathematics, social-emotional development, adaptive and self-help skills, physical development, fine- and gross-motor development, and approaches to learning.
• Plan and facilitate purposeful individual, small-group, large-group, learning-center, outdoor, and routine-based activities that encourage exploration, communication, curiosity, creativity, social interaction, and independence.
• Use developmentally appropriate instructional methods, visual supports, communication systems, assistive technology, sensory supports, adaptive materials, and multisensory strategies to promote each child’s access, participation, engagement, and progress.
• Embed IEP goals and specialized instruction within play, classroom routines, transitions, meals, self-care activities, peer interactions, and other naturally occurring learning opportunities.
• Promote child independence, communication, choice-making, self-regulation, self-help skills, positive peer relationships, and developmentally appropriate self-advocacy.
• Create and maintain a safe, organized, nurturing, inclusive, culturally responsive, and developmentally appropriate learning environment that supports active exploration, positive relationships, appropriate risk-taking, and the developmental needs of young children.
• Recognize and address the interrelationship among development, learning, communication, behavior, physical and mental health, attendance, family circumstances, and social-emotional well-being.
• Implement positive behavior supports, restorative and relationship-based practices, proactive classroom management, visual routines, and individualized behavioral strategies appropriate to young children and their developmental needs.
• Support the development, implementation, and monitoring of…