Early Childhood Special Education Program Teacher - Located in Brighton Area Schools

Livingston ESA•Brighton, MI

12d

About The Position

Responsible for the planning and the direct instruction of preschool children (ages 3-5) utilizing both High Leverage Practices and Specially Designed instruction.

Requirements

Possess a minimum of a Bachelor's degree.
Michigan teaching certificate with the following endorsements: ZS Early Childhood endorsement OR ZA Early Childhood endorsement with at least one other qualifying special education endorsement (cognitive impairment or autism spectrum disorder preferred).
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.
Ability to write reports, business correspondence, and procedure manuals.
Ability to effectively present information and respond to questions from groups of staff, parent, and the general public.
Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
Ability to use advanced mathematics to solve problems related to use of technology.
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
Ability to apply knowledge of current research and theory to area of professional responsibility; ability to plan and implement adaptive technology based on needs and abilities of students to whom assigned.
Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.

Responsibilities

Assess child development in each curricular and developmental area of need.
Align curriculum to assessments, individualizing based on student level.
Knowledge and experience with High Leverage Practices, explicit instruction, differentiated instruction, and “best practices” in the field of Autism (e.g., START, Project Impact, etc.) and developmental delays.
Enthusiasm, flexibility, and ability to work cooperatively with students, parents, teachers and administrators.
Incorporate the use of evidence-based interventions (e.g., PBIS) for classroom management and student behavior.
Experience supporting students with complex communication needs, including familiarity with Augmentative and Alternative Communication (AAC) supports.
Knowledge of and accuracy in completing IEPs, present level statements, measurable goals and objectives, and documentation of progress toward goals and objectives.
Provide explicit instruction to children in the following areas: early literacy; social skills; activities of daily living; language and communication skills; sensory stimuli; fine and gross motor.
Collaborate and coordinate ancillary student services as indicated by the IEP.
Plan and conduct parent-teacher conferences as scheduled.
Supervise, assess and direct the work of teacher assistants to ensure a quality instructional program.
Serve as case coordinator for students on caseload.
Assure that medical needs of students are met according to agency policy and procedures.
Performs other related tasks as assigned.
Manages and supervises students and paraprofessionals in the educational environment.