Hybrid Early Childhood Special Education Teacher en Lakes Country Application Consortium

• Establishes an instructional/learning environment for students. 
• Provide direct instruction to students in the following areas as determined in the IEP: academics, communication, fine and gross motor, mobility, social/recreation/leisure, community, vocational, and independent living skills. 
• Administers a variety of evaluative tools (e.g. developmental testing programs, subject specific assessments, etc.) for the purpose of assessing student competency levels and developing individual learning plans. 
• Communicates, collaborates, and cooperates with colleagues, supervisors, and students. 
• Plans individual and group activities to stimulate growth in language, social, and motor skills such as learning to listen to instructions, playing with others, and using play equipment. 
• Develops and uses instructional materials suitable for verbal or visual instruction of pupils with wide range of mental, physical, and emotional maturates. 
• Develops in each pupil an awareness of his worth as an individual and his role in his family and community. Encourages pupils to express themselves creatively in art, music, and dramatic play. 
• Provides appropriate climate to establish and reinforce acceptable pupil behavior, attitudes, and social skills. 
• Cooperates and seeks assistance from other professional staff members. 
• Provides individual and small group instruction designed to meet individual needs of pupils in communications skills, health habits, physical skills, and development of self-concepts. 
• Plans and coordinates the work of paraprofessionals and other professional support staff. 
• Communicates regularly with parents by means of a newsletter, notes, phone calls and individual parent conferences. 
• Interprets school programs to parents in order to strengthen parental understanding of the individual pupil's needs and the school's role in the pupil's life. 
• Assesses student progress towards objectives, expectations, and goals (e.g. social emotional, motor development and communication skills, academic needs, adaptive abilities, etc.) for the purpose of providing feedback to students, parents, and administration. 
• Develop Behavior Support Plans (BSPs) or Behavior Intervention Plans (BIPs) as needed. 
• Establishes and maintains a behavioral management system for students; Manages student behavior for the purpose of providing a safe and optimal learning environment. 
• Selects and requisitions, instructional aids and supplies. 
• Promotes parent participation and involvement in education activities provided for their children. 
• Maintains IDEA documents, files, and records for the purpose of providing up-to-date information and historical references in accordance with established guidelines and legal requirements. Maintains records and reports regarding pupil progress in a timely manner. 
• Participates in a variety of meetings (e.g. IEP meetings, staff meetings, parent teacher conferences, etc.) for the purpose of conveying and gathering information required to perform functions. 
• Knowledge of assessment materials and procedures, as well as an ability to make appropriate classroom assessments. 
• Knowledge of disability categories, criteria for placement in programs, and service delivery options 
• Participate in all mandatory training or training appropriate to the position as required by the district. 

• Bachelor’s degree in Early Childhood Education 
• North Dakota Teaching License or ability to obtain prior to start date with special education endorsement 
• High interest in serving students with complex needs (cognitive, communication, adaptive, behavioral, academic, social/emotional) 
• Understanding of child development stages and developmentally appropriate expectations  
• Strong communication skills both verbal and nonverbal 
• Ability to establish and maintain constructive relationships 
• Ability to demonstrate flexibility and creativity 
• Ability to maintain confidentiality 
• Knowledge of current programming trends in special education 

• Master's degree in Early Childhood Education
• Working knowledge of functional behavior assessments and behavior intervention plans 
• Experience in supervising and scheduling paraeducators/paraprofessionals 
• Special Education endorsement in one or more of the following: Early Childhood Special Education, Autism spectrum, Emotional disabilities, Intellectual disabilities, Multiple disabilities 

Application Procedures