Pre-K Special Education Teacher Leader

Portland Public Schools seeks a highly qualified Pre-K Special Education Teacher Leader. The Pre-K Special Education Teacher Leader will complete evaluations for students living in the city of Portland who are ages 35 years. The evaluation process includes direct evaluation, interviews with parents, caregivers and teachers, observations, full written reports, drafting Individualized Education Program (IEP) goals per student, and attending the initial IEP meeting when eligibility is determined.

The Pre-K Special Education Teacher Leader will maintain appropriate records, meet compliance timelines, and follow required procedures and practices outlined in the Individuals with Disabilities Education Act of 2004 (IDEA) for Part B and the Maine Unified Special Education Regulations, Chapter 101 (MUSER).

In addition to completing educational evaluations, this individual will also plan and implement specially designed instruction for students, as needed, including classroom consultation as listed on student IEPs. The Pre-K Special Education Teacher Leader will organize and oversee the provision of Extended School Year (ESY) programming for PPS Early Childhood Special Education (ECSE) students, including staffing, scheduling, and program preparation.

The Teacher Leader will provide leadership and professional learning for all PPS Itinerant Early Childhood Special Education Teachers and Related Service Providers. This includes coordinating professional development opportunities, facilitating regular team meetings, leading collaborative case reviews, and supporting consistent, high-quality practices across the itinerant ECSE team. The Teacher Leader will also provide coaching and consultation to Pre-K special education teachers and support effective scheduling and service delivery.

• Complete evaluations for Pre-K students, including direct assessment, observation, written reports, and participation in IEP meetings.
• Collaborate with families, educators, and related service providers throughout the evaluation and eligibility process.
• Ensure evaluations and related documentation are completed accurately,within required timelines and shared with appropriate parties
• Make recommendations for IEP goals, service and accommodations based on evaluation results and collaboration with IEP team
• Maintain appropriate records and follow all IDEA and MUSER requirements.

• Follow up with families as needed to discuss screening results and recommendations.
• Support the referral and evaluation process for students who may be eligible for special education services.

• Provide consultation on inclusive classroom practices for classroom teachers and staff.
• Support Kindergarten transition preparation and meetings.
• Collaborate with educators and related service providers to support implementation of IEP services.
• Plan and implement individual specially designed instruction when district capacity indicates need.

• Lead and coordinate professional development opportunities for Itinerant Early Childhood Special Education Teachers and Related Service Providers.
• Facilitate regular team meetings for Itinerant Early Childhood Special Education Teachers.
• Lead collaborative reviews of student programming, services, and progress to promote consistency and problem-solving across the itinerant ECSE team.
• Provide coaching, mentoring, and consultation to Pre-K special education teachers.
• Support teachers in reviewing schedules and service delivery to ensure effective and efficient use of instructional time.
• Promote consistent implementation of evidence-based, inclusive, and developmentally appropriate special education practices across PPS Pre-K programs.

• Organize and oversee the provision of Extended School Year (ESY) programming, including staffing, scheduling, and preparation.
• Support district-wide systems and procedures related to the delivery of Early Childhood Special Education services.
• Collaborate with the Pre-K Director and Director of Early Childhood Special Education and other district staff to identify program needs and develop solutions that support high-quality services for students.

• Collaborate with school-based teams, families, related service providers, and district staff to support effective programming for students receiving…