Early Childhood Special Education (ECSE) Teacher

Saint Louis Park Independent School District 283•Saint Louis, MN

3d•Hybrid

About The Position

The Early Childhood Special Education (ECSE) Teacher provides specialized instruction and support to young children with disabilities from birth through age 5. The specific program assignment, Birth–3 (Part C, IFSP-based), Ages 3–5 (Part B, IEP-based), or a split across both will be determined based on program needs and the candidate’s licensure, experience, and background. Across all assignments, the ECSE Teacher develops and implements individualized plans in partnership with families, related service providers, and interdisciplinary teams, using culturally sustaining, evidence-based practices that promote developmental outcomes and school readiness.

Requirements

Understanding of typical and atypical developmental trajectories from birth through age 5 across cognitive, language, social-emotional, adaptive, and motor domains.
Working knowledge of IDEA Part C and Part B, Minnesota Rule 3525, and applicable state and federal regulations governing early childhood special education.
Skill in developing and implementing legally compliant IFSPs and/or IEPs, including present levels, measurable outcomes or goals, and service documentation.
Proficiency in play-based learning, UDL, differentiated instruction, and evidence-based early intervention practices.
Skill in building authentic, strengths-based partnerships with families from diverse cultural and linguistic backgrounds.
Knowledge of PBIS, Functional Behavior Assessments (FBAs), and developmentally appropriate behavior intervention strategies.
Ability to use formal and informal tools appropriate for birth through age 5 and to translate data into instructional decisions.
Familiarity with AAC devices, adaptive tools, and assistive technology supports for young children.
Ability to work effectively alongside general early childhood educators, related service providers, community partners, and paraprofessionals.
Clear oral and written communication with families, colleagues, and community partners, including in bilingual or multilingual family contexts with interpreter support.
Advocacy for equitable access to early childhood special education for all children, including children of color and multilingual learners.
Bachelor’s Degree in Early Childhood Special Education, Special Education, or a related field required.
Experience providing services to young children with disabilities in a Birth–3, Ages 3–5, or combined ECSE setting preferred.
Experience developing and implementing IFSPs and/or IEPs in compliance with applicable IDEA requirements and Minnesota Rule 3525.
Familiarity with play-based instruction, AAC, behavior intervention planning, and family-centered practice.
Experience working with diverse families, including multilingual learners and families from historically underserved communities.
Valid Minnesota teaching license issued by the Professional Educator Licensing and Standards Board (PELSB) with an Early Childhood Special Education (ECSE) endorsement required.
Licensure covering the Birth–7 or Birth–5 range is required.

Nice To Haves

Master’s Degree preferred.
Candidates licensed for Birth–3 only or Ages 3–5 only will be considered; program assignment will align with licensure held.
CPI or other de-escalation certification preferred; district training available.
Additional endorsement or coursework in autism spectrum disorder, augmentative communication, or behavior intervention is preferred.

Responsibilities

Develop and implement individualized plans (IFSPs for Birth–3; IEPs for Ages 3–5) in compliance with IDEA Part C or Part B and Minnesota Rule 3525, in collaboration with families and the interdisciplinary team.
Deliver specialized instruction in home, community, center-based, or co-teaching settings as determined by the program assignment and least restrictive environment (LRE) requirements.
Provide direct instruction targeting developmental domains, including communication, cognition, social-emotional development, adaptive behavior, and fine and gross motor skills.
Adapt instructional methods, materials, and environments using Universal Design for Learning (UDL), play-based learning, and evidence-based early childhood practices.
Collect and document data on a child's progress toward IFSP outcomes or IEP goals, and adjust strategies based on the data.
Conduct or contribute to developmental assessments and evaluations using age-appropriate and culturally responsive tools.
Participate in eligibility determinations, IFSP or IEP meetings, and multidisciplinary team discussions in compliance with applicable federal and state requirements.
Implement Positive Behavior Support Plans (PBSPs) and Behavior Intervention Plans (BIPs) as applicable; apply de-escalation strategies as needed.
Develop strong, trusting partnerships with families, respecting cultural backgrounds, home languages, and family strengths.
Collaborate with interpreters and cultural liaisons to ensure accessible communication for families with limited English proficiency.
Support transition planning, including transitions from Birth–3 to Part B services at age 3, and from preschool to kindergarten for Ages 3–5 students.
Collaborate with paraprofessionals, related service providers, ECFE staff, and community partners to ensure coordinated support.
Supervise and provide direction to paraprofessionals and support staff assigned to the program.
Maintain accurate, timely, and confidential student records, including plans, progress documentation, and evaluation reports.
Attend professional development focused on early childhood best practices, racial equity, cultural responsiveness, and trauma-informed care.
Other duties as assigned.