Early Childhood Special Education (ECSE) Teacher

Early Childhood Special Education (ECSE) Teacher

Location: St. Louis Park, Minnesota

Starting Date: Aug 17, 2026

Salary Range: $48,967 - $108,183

Reports to: Director of Special Services

FTE: 1.00 | 10-Months | Exempt

The Early Childhood Special Education (ECSE) Teacher provides specialized instruction and support to young children with disabilities from birth through age 5. The program assignment—Birth‑3, Ages 3‑5, or a split—will be determined based on program needs and the candidate’s licensure, experience, and background. The teacher develops and implements individualized plans in partnership with families, related service providers, and interdisciplinary teams, using culturally sustaining, evidence‑based practices that promote developmental outcomes and school readiness.

• Birth‑3 Program:
  Provides early intervention services to infants and toddlers under Part C of IDEA. Services are delivered primarily in home and community‑based settings. The teacher develops and implements Individualized Family Service Plans (IFSPs) in partnership with families, caregivers, and service coordinators.
• Ages 3–5 Program:
  Provides preschool special education services under Part B of IDEA. Services are delivered in center‑based, co‑teaching, or community settings, depending on student placement. The teacher develops and implements Individualized Education Programs (IEPs) in collaboration with families, general education staff, and related service providers.
• Split Assignment:
  The teacher may serve students across both age bands, with responsibilities and service delivery expectations drawn from both program descriptions above.

• Develop and implement individualized plans (IFSPs for Birth‑3; IEPs for Ages 3‑5) in compliance with IDEA Part C or Part B and Minnesota Rule 3525, in collaboration with families and the interdisciplinary team.
• Deliver specialized instruction in home, community, center‑based, or co‑teaching settings as determined by the program assignment and least restrictive environment requirements.
• Provide direct instruction targeting developmental domains, including communication, cognition, social‑emotional development, adaptive behavior, and fine and gross motor skills.
• Adapt instructional methods, materials, and environments using Universal Design for Learning, play‑based learning, and evidence‑based early childhood practices.
• Collect and document data on a child’s progress toward IFSP outcomes or IEP goals, and adjust strategies based on the data.
• Conduct or contribute to developmental assessments and evaluations using age‑appropriate and culturally responsive tools.
• Participate in eligibility determinations, IFSP or IEP meetings, and multidisciplinary team discussions in compliance with applicable federal and state requirements.
• Implement Positive Behavior Support Plans (PBSPs) and Behavior Intervention Plans (BIPs) as applicable; apply de‑escalation strategies as needed.
• Develop strong, trusting partnerships with families, respecting cultural backgrounds, home languages, and family strengths.
• Collaborate with interpreters and cultural liaisons to ensure accessible communication for families with limited English proficiency.
• Support transition planning, including transitions from Birth‑3 to Part B services at age 3, and from preschool to kindergarten for Ages 3‑5 students.
• Collaborate with paraprofessionals, related service providers, ECFE staff, and community partners to ensure coordinated support.
• Supervise and provide direction to paraprofessionals and support staff assigned to the program.
• Maintain accurate, timely, and confidential student records, including plans, progress documentation, and evaluation reports.
• Attend professional development focused on early childhood best practices, racial equity, cultural responsiveness, and trauma‑informed care.
• Other duties as assigned.

• Early Childhood Development:
  Understanding of typical and atypical developmental trajectories from birth through age 5 across cognitive, language, social‑emotional, adaptive, and motor domains.
• Special Education Law:
  Working knowledge of…