Teacher, Early Childhood Special Education y; ECSE Elementary

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

Job

Starting Date:
Aug 3, 2026

Days per Year: 187

Salary: $62,750 (Based on  Pay Scale)

The Early Childhood Special Education (ECSE) Teacher position is designed for an educator who strives to positively impact preschool classroom success for students eligible for special education supports and services in a general education preschool setting.

The ECSE Teacher provides a comprehensive continuum of services for children aged 3‑5 who have identified delays in one or more of five developmental areas. Services include instruction in pre‑academics, social/emotional skills, student independence, communication, and motor development in both blended pre‑k inclusion (co‑teaching) and self‑contained ECSE settings.

Instruction is driven by the general education curriculum, preschool alternative curriculum, district policies, and state and federal guidelines.

All employees of SISD are expected to act with integrity, support organizational goals, communicate clearly and respectfully, champion student needs, and drive continuous improvement.

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

• 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 ARD Committee process and IEP goal‑setting implementation
• Knowledge of curriculum and instruction
• Ability to instruct students, manage behavior, and collaborate in a 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 help students access the general curriculum and meet standards.
• Participate in Data‑Driven Action Planning (DDAP) PLC meetings with general education teachers to plan, practice, and provide accommodations.
• Collaborate with the general education teacher in trained instructional models.
• Prepare and document lesson plans according to district standards.
• Teach alternate curriculum based on TEKS prerequisites and essential skills.
• Teach pre‑academics, social/emotional skills, self‑help independence, and communication/motor skills.
• Provide opportunities for peer engagement in academic and non‑academic settings.
• Implement IEPs, monitor and document progress.
• Provide parents with written IEP progress information at least once per grading period.
• Maintain confidentiality of student and parent information.
• Develop IEP goals and objectives using formal and informal evaluations.
• Maintain data collection per grading period, following grade‑level expectations and tools.
• Ensure accurate paperwork for compliance and documentation of services.
• Maintain lesson plans and data collection forms indicating objectives, activities, and attendance.
• Prepare and incorporate materials for IEP goals and objectives.
• Participate in staff development, curriculum meetings, and professional opportunities.
• Serve as the students’ Case Manager, including:
  • Coordinating and documenting the ARD / IEP Committee for each student.
  • Ensuring students have SBIEPs.
  • Ensuring fidelity of IEP implementation in all settings.
  • Evaluating and monitoring progress based on academic and behavioral data.
  • Participating in placement decisions based on data.
  • Maintaining documentation of service implementation.
  • Distributing appropriate paperwork to all assigned teachers.
• Provide ongoing support and training for the ECSE paraprofessional.
• Collaborate with campus personnel and Related Services for students with communication disabilities.
• Provide information to parents about services available through Medicaid, Texas, and community organizations.
• Perform all other duties as assigned.

The job requires physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling, reaching/repetitive hand motions, and frequent interruptions. Employees may need to lift or position students with disabilities, use restraints, and assist non‑ambulatory students. Mental demands include maintaining emotional control under stress, problem solving, and effective communication.

Position Type: Full‑Time

• Citizenship, residency, or work visa required.