Early Childhood Special Education (ECSE) Teacher

Position Purpose:

Under the general supervision of the School Principal, the Early Childhood Special Education Teacher plans and provides appropriate learning experiences for students ages three through five with disabilities in various educational settings. This position is designed to create a flexible program and learning environment that provides specialized instruction for students with disabilities, ensuring they benefit from the general education curriculum to the greatest extent possible, supported by supplemental aides, accommodations, and other necessary supports.

Essential Functions:

• Curriculum and Instructional Support: Provide direct and indirect instructional support to students in a positive and inclusive environment. Work collaboratively with general education teachers to provide instruction in an inclusive setting. Modify the general education curriculum for students with disabilities using a variety of instructional techniques and technologies. Instruct students in academic subjects using techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and meet students’ varying needs.
• Behavioral Support: Teach socially acceptable behavior, as determined by the students' Individualized Education Programs (IEPs), using positive behavioral support strategies. Establish and enforce rules for behavior and procedures to maintain a learning environment conducive to all students. Provide crisis intervention as needed for students in the classroom or inclusive settings.
• IEP Development: Meet with parents to discuss their child's progress and determine priorities for their child’s individualized educational needs. Collaborate with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs designed to promote students’ educational, physical, and social/emotional development.
• Lesson Planning and Instructional Activities: Plan and conduct activities that balance instruction, demonstration, and work time, providing students with opportunities to observe, question, and investigate. Establish clear objectives for lessons, units, and projects and communicate those objectives to students.
• Collaboration and Multidisciplinary Teams: Serve as a member of a multidisciplinary team as needed to support student development. Develop plans for effective communication, monitoring, and follow-up for students in inclusive classroom settings.
• Record Keeping: Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations. Assist in the collection of data to provide appropriate classroom interventions and assist in preparing data for local, state, and federal reports.
• Professional Development: Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.

Knowledge, Skills, and Abilities:

• Knowledge of special education principles, strategies, and techniques for effective instruction and behavioral supports.
• Familiarity with research-based instructional strategies and techniques.
• Knowledge of human behavior, development, learning motivation, and the assessment and treatment of behavioral and affective disorders.
• Ability to provide positive behavioral support to students in both group and individual settings.
• Understanding of federal, state, and local mandates governing the delivery of special education services.
• Ability to complete observations and report on student learning behaviors.
• Effective communication and interpersonal skills for collaboration with administrators, colleagues, students, parents, and the community.
• Strong written and verbal communication skills in English.

Educational Requirements and Certifications:

• Education: Bachelor’s degree required, preferably in an approved program for Special Education.
• Certification: Must be eligible for or possess a valid teaching license from the State of Virginia with an endorsement in Early Childhood Special Education.

Experience:

• Prior successful teaching experience in Special Education preferred, especially in early childhood settings.

Physical and Mental Demands:

• Works in a standard classroom and school building environment.
• Must be able to lift and carry instructional materials and equipment and manage classroom behavior effectively.

FLSA Status: Exempt