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.
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