Teacher, Early Childhood Special Education; ECSE

Teacher, Early Childhood Special Education (ECSE) 4YR  School Year)

Starting Date: Aug 29, 2026

Minimum Salary: $62,750 (Based on  Pay Scale)

Job Title: Early Childhood Special Education 4 RY Teacher  School Year)

Reports To: Principal

Employment Type: Full‑Time

Wage/Hour Status: Exempt

Pay Grade: Teacher Salary Scale

The Early Childhood Special Education (ECSE) Teacher position is designed for an educator who strives to positively impact classroom success for preschool students eligible for special education supports and services in a general education preschool setting. The ECSE Teacher is responsible for providing preschool students aged 3‑5 with comprehensive continuum of services, including instruction in pre‑academics, social‑emotional skills, building student independence, self‑help skills, and communication and motor skills.

The continuum of services includes blended pre‑K inclusion models and self‑contained ECSE settings.

The work of the ECSE Teacher is driven by the general education curriculum, preschool alternative curriculum, district policies, procedures, and ensures compliance with state and federal guidelines.

Required:

• Bachelor’s degree from an accredited university
• Valid Texas teaching certificate with required endorsements and level assigned

Preferred:

• One year of student teaching or approved internship
• Valid Texas ESL teaching certificate

• Experience working with students eligible for special education supports and services
• Knowledge of the Admission, Review and Dismissal (ARD) Committee process and IEP goal‑setting and implementation
• Knowledge of curriculum and instruction
• Ability to instruct students, manage behavior, and collaborate in the learning environment
• Strong organizational, communication, and interpersonal skills
• Strong technology skills, including technology integration
• Knowledge of early childhood development and instruction
• Flexible and patient

• Develop and implement instructional plans to aid students in accessing the general curriculum and meeting standards
• Participate actively in Data‑Driven Action Planning (DDAP) Professional Learning Community (PLC) meetings with general education teachers to plan, practice, and provide accommodations
• Collaboratively provide instruction with general education teachers according to co‑teaching models
• Prepare and document lesson plans per district standards and procedures
• Teach alternate curriculum based on TEKS prerequisites and essential skills
• Deliver instruction in pre‑academics, social‑emotional, self‑help independence, communication, and motor skills
• Facilitate opportunities for peer engagement in academic and non‑academic settings
• Implement IEPs, monitor and document student progress
• Provide parents with written IEP progress reports at least once per grading period per district and ARD guidelines
• Maintain confidentiality of student and parent information
• Develop IEP goals and objectives based on formal and informal evaluations
• Maintain data collection and grading expectations each period; use multiple tools to assess skills and progress
• Keep accurate paperwork in the campus student folder for compliance
• Document services with time, student name, and description related to IEP implementation
• Maintain lesson plans and data collection forms indicating objectives, activities, and attendance
• Prepare and incorporate lesson plan materials needed for IEP goals and objectives
• Maintain professional competence through staff development, curriculum meetings, support activities, and other opportunities
• Serve as student’s Case Manager, coordinating Admission, Review, Dismissal/IEP Committee, ensuring SBIEP implementation with fidelity, monitoring progress, participating in placement decisions, and distributing necessary paperwork to teachers
• Provide ongoing support and training for ECSE paraprofessional
• Collaborate with campus personnel and related services for students with communication disabilities
• Provide parents with information on Medicaid, Texas State, and community services
• Perform other duties as assigned

The job requires physical mobility, standing, prolonged sitting, lifting, carrying, pushing, pulling, reaching, and repetitive hand motions. May involve lifting or positioning students with physical disabilities, using physical restraint, and assisting non‑ambulatory students. Mental demands include stress control, problem solving, data interpretation, and effective oral and written communication. Frequent interruptions may occur.

Full‑Time

• Spring ISD Careers
• 16717 Ella Blvd
• Houston, Texas 77090‑4213
• Phone:
• Email: careers