Teacher, Early Childhood Special Education; ECSE - Blended

Teacher, Early Childhood Special Education (ECSE) – Blended  School Year)

Starting Date: Immediately

Pay: Starting at $62,750 per year

The Early Childhood Special Education (ECSE) Teacher is responsible for providing preschool students aged 3‑5 with a comprehensive continuum of services, including pre‑academics, social/emotional skills, independent self‑help skills, and communication and motor skills. The teacher works in a general education preschool setting with a blended inclusion model and in self‑contained ECSE settings, guided by the district’s general and alternative preschool curricula and compliance with state and federal guidelines.

• Required: Bachelor’s degree from an accredited university and a valid Texas teaching certificate with required endorsements and level assigned.
• Preferred: One year of student teaching or approved internship;
  Valid Texas ESL teaching certificate.

• Experience working with students receiving special education services.
• Knowledge of the ARD Committee process and IEP goal‑setting and implementation.
• Knowledge of curriculum and instruction for early childhood.
• Ability to instruct, manage behavior, and collaborate in a learning environment.
• Strong organizational, communication, and interpersonal skills.
• Strong technology skills, including integration of technology.
• Knowledge of early childhood development.
• Flexible and patient.

• Develop and implement instructional plans to help students access the general curriculum and meet standards.
• Participate in Data‑Driven Action Planning (DDAP) and Professional Learning Community (PLC) meetings with general‑education teachers.
• Co‑teach with the general‑education teacher following collaborative instruction models.
• Prepare and document lesson plans in accordance with district standards and procedures.
• Teach alternate curriculum based on TEKS prerequisites and essential skills.
• Teach student pre‑academics, social/emotional skills, self‑help independence, and communication/motor skills.
• Provide authentic opportunities for students to engage with peers academically and non‑academically.
• Implement IEPs, monitor, and document student progress.
• Provide parents with written IEP progress reports each grading period, per district and ARD guidelines.
• Maintain confidentiality of student and parent information.
• Develop IEP goals and objectives from formal and informal evaluations.
• Collect data consistently at every grading period to assess student skills.
• Maintain accurate paperwork for compliance in the campus student folder.
• Document services provided, including time, student name, and service description related to IEP implementation.
• Keep lesson plans and data‑collection forms indicating objectives, activities, and attendance.
• Incorporate lesson‑plan materials for IEP goals and objectives.
• Continuously improve through staff development, curriculum meetings, and professional opportunities.
• Serve as the student’s case manager, coordinating Admission, Review, and Dismissal/IEP Committee activities.
• Ensure student IEPs are written as Standards‑Based Individualized Education Programs (SBIEPs).
• Ensure fidelity of IEP implementation in all settings.
• Evaluate and monitor student progress using academic and behavioral data.
• Participate in placement decisions based on data presented to the committee.
• Distribute required paperwork, accommodations, and deliberations to all assigned teachers.
• Provide ongoing support and training for the ECSE paraprofessional.
• Collaborate with campus personnel and related services to provide services for students with suspected or confirmed communication disabilities.
• Inform parents about Medicaid, Texas State, and community resources for services.
• Perform other duties as assigned.

Typical tasks require physical mobility, standing, prolonged sitting, and occasional lifting, carrying, pushing, pulling, reaching, and repetitive hand motions. The teacher may need to lift or position physically disabled students, use physical restraint, and assist non‑ambulatory students. Mental demands include maintaining emotional control under stress, solving problems, and handling diverse situations while interpreting data and communicating orally and in writing.

These statements describe general responsibilities and are not exhaustive.