IECSE Teacher Leader

The IECSE Teacher Leader promotes school readiness for the Johnston Public Schools preschool-aged children. The planning of childrens readiness to learn involves culturally responsive, integrated service delivery of child development, disabilities, and mental health that supports learning environment to: a) enhance childrens cognitive, social and emotional development; b) promote childrens growth in language, literacy, mathematics, science, social and emotional development, creative arts, physical development, and approaches to learning.Immediate Supervisor: Principal, Director and/or Assistant Director of Special ServicesQualification and Requirements: RI Department of Education Early Childhood and Special Education Certification;Demonstrates knowledge of and/or certification in RIELDS and CCSS;Roles and Responsibilities: Adheres to the policies and procedures, including the completion of all paperwork for regulatory compliance, and related directives of the Johnston School Department;Effectively communicates high and clear expectations; the districts and programs vision, mission, goals and information to staff and administrators;Displays strong and deep knowledge of the philosophical foundations and content of the pre-school curriculum;Applies current research-based best instructional practices and strategies to deliver the curriculum;Plans and prepares lessons to optimize learning by using a wide range of teaching materials, equipment, reading materials at a variety of academic levels, instructional games, resource materials, and the like;Demonstrates knowledge of TSG and state data and monitoring systems;Completes educational evaluations, observations and written reports as needed;Identifies specific learning strengths and skill deficiencies of students and develops specific individualized goals and objectives to address the needs;Develops, monitors, and implements Individualized Education Plans (IEPs) for identified students receiving special education services in the State Preschool classroom and/or community sites (capped at 12);Contributes to collaborative planning activities;Consults and collaborates regularly and professionally with colleagues, students and parents, and community preschools staff including but not limited to: observations, scoring/interpreting behavior checklists, writing up suggestions, etc., and communicates immediately with all when there are concerns;Takes responsibility for personal professional growth and participates in ongoing training;Supports school events and in-school and/or department improvement efforts;Provides needed specialized instruction, appropriate accommodations and/or modifications to students identified with special needs in the State Preschool classroom: adapts curricula, modifies instructional methods, uses environmental and behavioral supports and interventions, etc.;Provides services consistent with the Itinerant Early Childhood Special Education (IECSE) model by providing teacher consultation and minimal direct service to identified special needs and Response to Intervention (RtI) students in community sites;Assists in developing behavior modification programs for students in the State Preschool classroom in collaboration with other professionals and administration, to assist students in developing more appropriate classroom behaviors;Consults with parents, social workers and psychologists regarding students social and academic development;Collaborates with other educators, therapists, and administration to provide a continuum of service options;Models and uses assessment results and data to track and document student growth to determine progress, prepares corresponding reports and sets IEP or RtI goals;Possesses ability to know and utilize technology and communication devices in the teaching and learning process;Supports dual certified teachers who plan for both general and special education students including RtI supports, modeling the programs professional expectations in daily interactions with staff; Assists in providing support to teachers and assistants that includes evidenced-based instructional and behavioral practices, program and organizational goals, curriculum, assessments, scheduling, data recording systems, effective family communication and cultural competency;Promotes ethical standards and professional, respectful, reciprocal communication with colleagues, families, and the community;Engages families as partners;Supports and promotes relationships and a collaborative team by encouraging staff to contribute ideas to improve programming, share discussions, decision making and problem solving;Assists in the analysis of internal and external data pertaining to educational services and contributes ideas for program improvement;Performs such other duties as assigned by the Principal or Director/Assistant Director of Special Education.Skills Required: Ability to apply knowledge of current research and theory in specific field. Ability to establish and maintain effective working relationships with students, staff, and the community. Ability to communicate clearly and concisely both in oral and written form.

Ability to perform duties with awareness of all district requirements and school committee policies.Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear. Specific vision abilities required by this job includes close vision and distance vision. Frequently, driving is required to meet the demands of this job.

Occasionally, yet essential to this position, the individual must meet deadlines with severe time constraints and interact with the public and with other workers.