Teacher - Early Childhood - Special Education Birth to Grade 2

Position

Teacher – Early Childhood – Special Education Birth to Grade 2 (Job )

• Position Type:
  Early Childhood / Early Childhood Special Education – Birth to Grade 2
• Date Posted: 3/27/2026
• Location:
  
  The Colwyck Center
• Date Available:
  
  August 2026

Reports to:

Principal

Refer to current teacher salary scale on District website

10 months

The goal of the Special Education Pre‑Kindergarten Teacher is to provide high‑quality, developmentally appropriate, specialized instruction within an early childhood classroom environment that supports young learners with disabilities in building foundational skills for future academic success. The position aims to ensure that students make meaningful progress in early learning domains including communication, social‑emotional development, early literacy and numeracy, motor development, and adaptive skills.

The teacher is responsible for planning, organizing, and delivering instruction aligned with early childhood learning standards and district‑approved curriculum while addressing each child’s Individualized Education Program (IEP) goals. Through the use of play‑based learning, structured routines, and differentiated instructional strategies, the teacher provides individualized support that promotes school readiness and fosters independence. The Special Education Pre‑Kindergarten Teacher creates a safe, structured, and nurturing classroom environment where young children with diverse developmental needs are supported in developing language, social interaction, self‑regulation, and early academic skills.

The teacher collaborates with related service providers, paraprofessionals, and families to ensure a comprehensive and supportive approach to early intervention, while building strong partnerships that support each child’s growth and transition into kindergarten.

• Must be eligible or hold a valid teaching certification as early childhood – special education – birth to grade 2.
• Must be eligible or hold Delaware First Certification.
• Hold and maintain child and adult CPR and First Aid Certification.
• Acceptable criminal background check and no entries on Child Protection Registry in Delaware.
• Successful completion of required Praxis II tests and student teaching placement.
• Bachelor’s degree from an accredited college or university; master’s degree preferred.
• Additional coursework required for early childhood–special education (e.g., atypical infants & toddlers, emergency literacy, assessment of young children, differentiated instruction, consultation or working with families).
• Knowledge and skills in working with students with disabilities.
• Ability to establish and maintain effective working relationships with students, parents, staff, administration and the general public.
• Evidence of knowledge regarding evidence‑based strategies effective in promoting student learning and achievement for students with disabilities.
• Demonstrated sensitivity to issues impacting various cultural, ethnic and socioeconomic groups.
• Proficient in technology such as Microsoft, Google Applications, Classlink, Schoology, Infinite Campus, etc.
• Demonstrated understanding and ability to perform job‑related tasks.
• Regular attendance is essential.
• Must be able to teach/serve students remotely and in person depending on students’ needs.

• Develop and implement Individualized Education Programs (IEPs) based on student assessments, needs and progress toward goals.
• Design and deliver specialized instruction aligned with Common State Standards and IEP goals, including BIPs, using district‑approved curriculum.
• Differentiated instruction using varied teaching strategies and methodologies to address diverse learning styles, with particular attention to academic scaffolding across reading, writing, speaking & listening and each child’s individual level of functioning and preferred learning modalities.
• Implement and monitor evidence‑based behavioral and social‑emotional interventions, maintain a structured classroom management system, and follow district expectations for non‑violent crisis intervention.
• Administer, collect and…