Early Childhood Special Education Teacher, Home-based; Pool

Job Title: Teacher, Early Childhood Special Education (ECSE Home-based, birth to
3)

Note: In lieu of individual school/position postings, we utilize pool postings as a way to connect with talented individuals like you. During the interview journey, we delve into your preferences, skills, and ideal work locations to find a position for you among our diverse opportunities.

Location: Teacher Administrative Center, 3215 Cuming Street, Omaha, NE 68131

Reports To: Early Development Network Program Administrator

per negotiated agreement / Exempt

2025/26

Step 1 with a Bachelor's Degree: $51,200 + 10% variance ($5,120)= $56,320

Step 1 with a Master's Degree: $57,820 + 10% variance ($5,782)= $63,602

Salary credit may be awarded for applicable experience. Placement on the salary schedule will follow the applicable negotiated agreement.

Providing services and support for families with children from birth to age 3 who have disabilities. Early Childhood Special Education Homebased teachers work with other disciplines to evaluate and address needs in the areas of cognition, language, motor, adaptive and social development through a coaching model. The settings for services include the home, childcare settings and other natural environments.

• Bachelor’s Degree in Early Childhood Special Education or Inclusive required.
• Ability to obtain and maintain a valid NE Teaching Certificate with endorsement in Early Childhood Special Education/Inclusive.
• Excellent attendance record.
• Professional verification of successful classroom teacher performance and/or student teaching experience.
• Evidence of the willingness and ability to comply with standards for ethical and professional performance established by the State Board of Education.
• This individual will exhibit skills pertinent to foster positive human relationships and the ability to work effectively with infants and young children, staff, parents and the community.
• Skill in organization, time management, communication, and positive interpersonal skills.
• Ability to conform to proper standards of professional dress and appearance.
• Excellent skills in verbal and written communication.
• A demonstrated philosophy that all students can and will learn.
• Ability to evaluate infants and young children through formal assessment, observation, and parent report.
• Ability to work collaboratively with team members to schedule and conduct home visits.
• Ability to receive and share coaching strategies with colleagues and parents.
• Ability to understand the individual needs of each child and family.
• Ability to conduct Routines-Based Interviews to gather information about families and develop Individualized Family Service Plans.
• Ability to effectively use Microsoft Outlook and the student information system.
• Displays a significant degree of professionalism and confidentiality.
• Knowledge of current teaching methods and educational pedagogy.
• Knowledge of applicable federal and state laws (Rule 52 & 51) regarding education and special education students.
• Knowledge of OPS’s mission, purpose, goals and the role of every employee in achieving each of them.

• Work closely with team members to evaluate and serve children and families.
• Conduct evaluations to determine eligibility for Early Intervention.
• Prepare Multidisciplinary Team Reports (MDT) on Infinite Campus.
• Complete Routines-Based Interviews with families to identify primary areas of concern.
• Assess infants and toddlers’ entry and exit data through Teaching Strategies GOLD.
• Develop Individual Family Service Plans (IFSP).
• Participate in MDT and IFSP meetings with team members and families.
• Schedule and conduct home visits with parents/caregivers.
• Coach families/caregivers to increase their confidence and competence in facilitating their child’s learning and development through daily routines.
• Collaborate with community agencies serving children and families.
• Support toddlers with a verification of Autism in a center-based setting.
• Support families as they transition to center-based settings.
• Working with and understanding a diverse student population.
• Pla…