Hybrid Special Education Teacher- Early Childhood Ed bei St. Francis Children’s Center

Salary is commensurate based on experience

Overview:               The early childhood special education teacher works with youngchildren, typically from birth to age five, who have developmental delays, disabilitiesor behavioral challenges. Their primary responsibilities include creating andimplementing individualized education programs, assessing developmentalprogress, and using specialized instructional strategies to support learning inareas such as communication, motor skills, and social-emotional development.They collaborate closely with families, therapists, and other educators toensure that each child receives a supportive and inclusive learningenvironment. Additionally, they provide guidance to parent/guardians onstrategies for continuing educational support at home. This position may alsosupport Birth to Three caseloads within the community.

EssentialFunctions

BehaviorIntervention and Support

• Provide direct student intervention (behavioral oracademic) with prior parent/guardian permission
•  Guiding Teachers/Families when they haveconcerns about their child’s development and/or behavior
• Assess and score ASQ2 & ASQ3 Screenings with teacher teams 
• Lead Teacher Team meetingsto discuss student needs/interventions and supports
• Support teachers throughuse of the Positive Behavioral Support (PBSP) process, including:
  
            STEP#1
  • 
    
    • Teacher fills out the “Myteacher has observed” form for parent/guardian
    • Teacher completes at least 2 observations in “Parent/Guardian Communication” binder 
    • Teachersubmits CLASSROOM SUPPORT REQUEST FORM for the Special Education Teacher

STEP #2

• Leadteacher and Special Education Teacher meet to discuss “Classroom Support Request” & “My teacher has observed” forms
• SpecialEducation Teacher and Lead teacher set up 2 or 3 dates and times to observe thechild, with parent/guardian permission
• Setup a formal meeting with the Special Education Teacher to discuss observationsand other ongoing concerns.
• SpecialEducation Teacher will offer additional strategies to support the child andfamily

STEP #3

• RegularParent/Guardian Meetings
• Special Education Teacherwrites a “POSITIVE BEHAVIORAL SUPPORT PLAN”
• SpecialEducation Teacher and the lead teacher meet to discuss the plan moving forward
• Follow-upmeeting is scheduled for 3 weeks later
• SpecialEducation Teacher and the lead teacher continue to communicate withparent/guardians (Progress and/or Regression)
• Respondimmediately to any phone calls from teachers, needing additional help or unsafebehavior in the classroom

 InstructionalCoaching of Teachers and Teams

• Model lessons for accommodations/modifications forstudents
• Observe teachers and provide feedback (in anon-supervisory role)
• Check-in with teachers communicate questions or concernsto admin
• Make sure everyone is feeling valued and supported
• Support resolving staff conflict meetings (Help resolveand talk it out)
• Visiting classrooms to meet and play with the kids
• Collaborate with teachers and their physical environment 
  (classroomlayout, help declutter, offer tips & tricks…etc)
• Helpfind and schedule Continued Education Training, along with teaching anddemonstrating specific programs. Ex: “Handwriting Without Tears”
• Handwriting without Tears 
• Emotional Regulation skills
• SchedulesParent/Guardian/Teacher conferences and parent/guardian meetings as needed

Family and Community Liaison 

• Maysupport Birth to Three caseloads in the community
• Support families throughuse of the Positive Behavioral Support (PBSP) process as described above
• Meeting w/ families
  • Introductions andexplanation of Special Education Teacher role
  • Parent/guardians tell us about their child (Strengths/Weaknesses…etc) 
  • Teachers talk about someof the concerns they have in the classroom.
  • Parents/guardiansare asked what they see at home.
  • Identifystrategies that have worked and not worked (home/school)
  • Discuss classroom expectations 
  • Discuss a few personal goals for the child 
  • Discuss ASQ screening (Ifneeded)
  • Ask/answer any other questions 
  • Decideon a follow up meeting (time frame will vary)
• Networking with the Community 
• Meeting with and stayingconnected to Birth to Three primary service providers and service coordinators,K4 teachers, therapists, Dr. Clark
• Connect families tosupport resources, including FAC, pediatrician, ABA therapists, school districtstaff, outside providers, etc.
• Providescoverage in classrooms on an emergency basis
• Other duties as assigned by the Director of Early Childhood Education 

 PhysicalDemands of the Position

• Sitting for 90% of the time
• Walk and stand
• Bend/twist and reach
• Far vision at 20 feet or further;near vision at 20 inches or less
• Speak and hear
• Kneel, crouch, climb, feel, andstoop
• Lift objects weighing up to 35 -40 lbs
• Carry objects weighing up to 35 -40 lbs
• Push/pull objects at a mediumintensity level of effort
• Handle or manipulate objects at amedium intensity level of effort
• Fine fingermanipulation for keying at a medium intensity

 MentalRequirements

• Able to cope with changes inroutine to accommodate the needs of the organization
• Able to manage time efficiently, handlemultiple tasks at a time and maintain consistent high-quality performance in adynamic and fast-paced environment

 Environmental/WorkingConditions

• Inside work environment 95% ofthe time
• Exposure at times to cold or warm drafts of air coming from the front door. 

 EquipmentUsed

• Telephone
• Computer  
• Fax machine 
• Copy machine 
• Calculator 
• Postage meter 
• Printer 

 RequiredEducation/License/Certifications

• Bachelor's degree in specialeducation required
• Department of Public Instruction(DPI) licensure required
• Two or more years of experiencein Special Education. 

Required Knowledge and Skills