Pre-K Special Education Teacher

MT. BLUE REGIONAL SCHOOL DISTRICT - RSU 9

227 MAIN STREET, FARMINGTON, ME 04938

Phone  Fax

COMMUNITY CULTURE CURRICULUM

“Working together to provide high-quality educational opportunities for all.”

CHESTERVILLE - FARMINGTON - INDUSTRY - NEW SHARON - NEW VINEYARD - STARKS TEMPLE - VIENNA - WELD - WILTON

Pre‑K Special Education Teacher

* Primary location dependent on student enrollment for School Year 26‑27*

To provide high‑quality, individualized instruction to students aged 3‑5 with diverse learning needs. This role involves managing the Individualized Education Program (IEP), collaborating with a multidisciplinary team (Speech, OT, PT), and fostering a nurturing inclusive early childhood environment.

• Maine DOE Certification:
  • 282 Teacher:
    Child with Disabilities (Birth
    - Age
    5)
  • 282 Teacher:
    Child with Disabilities (PreK
    - Grade
    8)

• Empathy & Patience: A deep commitment to supporting the youngest learners and their families as they navigate the special education system.
• Communication: Ability to translate complex educational data into clear, actionable insights for parents and caregivers.
• Organization: Proven ability to manage documentation for a caseload while remaining present and engaged in the classroom.

• Bachelor’s degree in Special Education or Early Childhood Education
• Master’s in similar field preferred

• School Year Only (180 Days)
• Elementary Schedule ~ 8:30am - 3:12pm

• Travel between schools may be required at times.

Reports to: Director of Special Services / Building Principal

• Instructional Leadership: Design and implement specially designed instructional strategies, developmentally appropriate, play‑based lessons that align with Maine’s Early Learning and Development Standards (MELDS) and individual student goals.
  • Provide training, direction, and supervision to education technicians regarding the educational program.
  • Organize and maintain the classroom structure to maximize instruction.
  • Maintain appropriate classroom management and safety procedures.
• Assessment: Administer, score, and summarize results of assessment measures given to students.
  • Establish and maintain a system of evaluating and documenting student progress.
  • Participate in staff development activities and school duties and responsibilities appropriately.
• IEP Management: Lead the development, implementation, and annual review of IEPs. This includes conducting assessments, writing progress reports, and maintaining compliance with state and federal regulations (MUSER).
• Case Management: Serve as the primary point of contact for families, coordinating services with service providers (Speech Pathologists, OTs, and Behavioral Specialists) to ensure a holistic approach.
• Behavioral Support: Implement Positive Behavioral Interventions and Supports (PBIS) and assist in the creation of individualized behavior plans for students requiring social‑emotional guidance.
  • Monitor student behavior across all school settings and provide consultation and assistance as needed.
• Collaboration: Work closely with general education Pre‑K teachers to support inclusive “least restrictive environment” (LRE) placements and transitions to Kindergarten.
  • Communicate with parents of students on caseload regarding progress or when requested by parents.

As determined by the Professional Collective Bargaining Unit.

The performance of this job will be evaluated annually per the provision of the Board’s Policy on Evaluation of Professional Personnel.

Exempt

The above job description reflects the general requirements necessary to describe the principal functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.