Early Childhood Special Education Itinerant Teacher - Doyle - SY

Student Services
Doyle Administration Building
Minimum Compensation: $53,525
Length of

Contract:

192

Employment Type:

Exempt

Teach and support preschool children with a variety of disabilities (e.g., SDD, OHI, Traumatic Brain Injury, Autism, etc.) in natural environments, classrooms, and community based settings. Work as a team member with central office and building based administration, general education teachers, related service staff, special education assistants, school support staff, parents, and community childcare providers. Instruct and monitor special education assistants.

Assess the overall development of children, use developmentally appropriate practices, develop appropriate individual educational plans (IEPs), conduct reevaluations as assigned, and provide modifications and accommodations as necessary.

• Teach in a variety of environments, classrooms, and community based settings.
• Work as a collaborative team member with MMSD and community professionals.
• Instruct and monitor special education assistants and related staff.
• Assess the overall development of children, use appropriate formal and informal assessments to monitor progress, develop individual educational plans (IEPs) using the GoIDEA system, and conduct reevaluations.
• Participate in ongoing professional development activities.
• Recruit and manage peer models.
• Work with other IEP team participants to design, implement, and evaluate Individual Education Plans.
• Work in collaboration with child-care providers and school support staff in designing and implementing developmentally appropriate curriculum and practices for a wide range of preschool children.
• Teach and provide instruction in natural environments (e.g., Headstart, day care, home, nursery school, preschools) as well as in a variety of other environments.
• Develop strategies to foster social relationships between preschool children with and without disabilities.
• Provide verbal and written instruction, monitoring, and consultation to special education assistants.
• Communicate progress to parents, other teachers, related services staff, special education assistants, administrators, and/or other appropriate individuals.
• Evaluate program effectiveness on a continuing and annual basis and revise programming as appropriate.
• Conduct functional behavioral assessments and create behavior intervention plans utilizing positive behavioral interventions for children with challenging behaviors.
• Work with kindergarten and elementary school staff to effectively transition children moving to kindergarten.
• Participate in on-going professional development activities.
• Use preschool performance standards to inform the individual education program.
• Support practicum students and/or student teachers.
• Establish and maintain rapport with children.

• Ability to effectively communicate orally and in writing and provide progress to parents and staff.
• Skilled in functional behavioral assessments and able to create behavior intervention plans utilizing positive behavioral interventions.
• Ability to work school staff to effectively transition children to kindergarten.
• Knowledgeable of the needs of preschool children and best practices in early childhood education.
• Knowledgeable of Wisconsin Model Early Learning Standards to inform the individual education program.
• Skilled in the assessment and use of assistive technology.
• Ability to be a creative and flexible problem-solver who is able to work in collaboration with others.
• Demonstrate strong interpersonal skills (e.g., empathy, active listening).
• Cultural Competence.
• Data Proficiencies.
• High Expectations for Every Student.
• Instructional Practice.
• Resilience & Results Orientation.
• Self-Awareness & Growth Mindset.
• Student & Family Engagement.

• Bachelor's degree in early childhood special education.
• Possess valid driver's license and have vehicle to travel to itinerant sites.

• Possess a valid DPI license in Early Childhood Special Education.