Long Term Substitute - Pre-K Special Education

Mt. Blue Regional School District•Farmington, ME

11d•Onsite

About The Position

This role involves providing high-quality, individualized instruction to students aged 3-5 with diverse learning needs. The position requires managing Individualized Education Programs (IEPs), collaborating with a multidisciplinary team (Speech, OT, PT), and fostering a nurturing inclusive early childhood environment. The goal is to provide high-quality, individualized instruction to students aged 3-5 with diverse learning needs.

Requirements

Maine DOE Certification Preferred: (282) Teacher: Child with Disabilities (Birth - Age 5) or (282) Teacher: Child with Disabilities (PreK - Grade 8). Equivalent experience will be considered.
Strong understanding of early childhood development, language, motor, sensory, social skills.
Strong understanding of special education child find, referral and eligibility process.
Displays a philosophy consistent with that of the school district.
Empathy & Patience: A deep commitment to supporting the youngest learners and their families as they navigate the special education system.
Communication: Ability to translate complex educational data into clear, actionable insights for parents and caregivers.
Organization: Proven ability to manage documentation for a caseload while remaining present and engaged in the classroom.
Bachelor’s degree in Special Education or Early Childhood Education or master’s in similar field preferred.

Responsibilities

Design and implement specially designed instructional strategies, developmentally appropriate, play-based lessons that align with Maine’s Early Learning and Development Standards (MELDS) and individual student goals.
Provide training, direction, and supervision to education technicians regarding the educational program.
Organize and maintain the classroom structure to maximize instruction.
Maintain appropriate classroom management and safety procedures.
Administer, score, and summarize results of assessment measures given to students.
Establish and maintain a system of evaluating and documenting student progress.
Participate in staff development activities and school duties and responsibilities appropriately.
Lead the development, implementation, and annual review of IEPs. This includes conducting assessments, writing progress reports, and maintaining compliance with state and federal regulations (MUSER).
Serve as the primary point of contact for families, coordinating services with service providers (Speech Pathologists, OTs, and Behavioral Specialists) to ensure a holistic approach.
Implement Positive Behavioral Interventions and Supports (PBIS) and assist in the creation of individualized behavior plans for students requiring social-emotional guidance.
Monitor student behavior across all school settings and provide consultation and assistance as needed.
Work closely with general education Pre-K teachers to support inclusive "least restrictive environment" (LRE) placements and transitions to Kindergarten.
Communicate with parents of students on caseload regarding progress or when requested by parents.