Special Education Teacher - Early Childhood

Position Type:
Elementary School Teaching/ECSE - Early ChildhoodSpecial Education
Date Posted:
9/21/2023
Location:
Minden Elementary School
Date Available:
09/22/2023
Closing Date:
Open Until Filled
EARLY CHILDHOOD - SPECIAL EDUCATION TEACHER
TITLE:
SPECIAL EDUCATION EARLY CHILDHOOD TEACHER
REPORTS TO:
SITE ADMINISTRATOR AND/OR EXECUTIVE DIRECTOR OF INCLUSIVE EDUCATION
TERMS OF EMPLOYMENT:
2023-2024 SCHOOL YEAR MINIMUM 186 DAYS/YEAR
SALARY RANGE: LICENSED PERSONNEL SALARY SCHEDULE
$42,721 - $77,028
BENEFITS:
Nevada State Public Employees Retirement System (PERS)
Employer paid Medical, Dental, Vision and Life Insurance
No Social Security Tax
No State Income Tax
FLSA STATUS
EXEMPT
SUMMARY OF POSITION
The Early Childhood teacher works closely with those preschool children ages 3-5 who have been diagnosed as having various handicapping conditions or developmental delays, meeting each assigned child on a regularly scheduled basis to provide remedial aid in either language, motor, or neurological development. Perform professional instructional work of moderate difficulty in guiding students toward gaining knowledge and skills in order to become productive citizens; teach academic, affective, behavioral, prevocational, and/or vocational subjects and skills to eligible students with handicaps in the school, community, and/or home setting, adapting teaching techniques and methods of instruction to meet individual student needs. Determine individual needs of disabled students and program accordingly. Create a class environment favorable to learning and personal growth; establish effective rapport with students; motivate students to develop skills, attitudes, and knowledge; establish positive relationships with parents and with other staff members.
RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
This list of Essential Duties and Responsibilities is not exhaustive and may be supplemented.
Under the direction of the Executive Director of Inclusive Education, the Early Childhood teacher shall be primarily responsible for the following functions:

• Acquire personal acquaintanceship with the child's parent or guardian, working to establish with them an understanding and cooperative relationship based on the child's individual needs.
• Acquire knowledge of community referral services and agencies.
• File written progress reports on each assigned child with the student's parents or guardians.
• Keep, maintain, and file such reports and records as the Director of Special Services may require, including contact reports, case evaluation, and the like.
• Provide each handicapped preschool child with an Individual Family Plan (IFP) that will enable him to benefit from a free, appropriate public education.
• Provide each handicapped preschool child with the individually tailored help, counsel, and remedial experience that he may need to make progress toward developmental goals established with his limitations in mind.
• Evaluate each child in terms of initial needs and progress toward developmental goals.
• Help parents to understand the specific problems of handicapped children and the goals and operation of the program, apprising them of problems and progress.
• Guide children in personal skills required to prepare them for independent maintenance and economic self-sufficiency according to the IFP.
• Assist children with self-help and toileting skills.
• Confer with other staff members and community agencies to develop programs to assist the child.
• Implement the District Child Find Program
• Plan curriculum, prepare lessons, and arrange materials/equipment used by students based on the Individual Education Plan (IEP); meet all state and federal mandates for IEP development, maintenance and IDEA eligibility.
• Instruct students in academic, affective, prevocational/vocational, and/or life skills based upon the IEP.
• Deliver services to students by collaboration with regular and Special Education specialists through the school, community and home.Confer with other members of staff to facilitate students' learning the Least Restrictive Environment based upon the IEP.Maintain knowledge of the continuum of services and assist IEP teams in appropriate student placement.
• Administer appropriate ability and achievement tests and interpret results.
• Observe, evaluate, prepare and maintain records and reports on progress of students.
• Support the continued improvement of Special Education programs through training and piloting various programs.
• Chair the IEP meetings and oversee the development and implementation of the IEP.
• Configure the appropriate continuum of services based upon student needs.
• Meet and instruct assigned classes in the location and at the times designated.
• Guide the learning process toward the achievement of established district curriculum goals, establish and communicate clear objectives to the students for all lessons, units, and projects.
• Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students; translate lesson plans into learning experiences to best utilize the available time for instruction; provide written evidence of preparation upon request of the supervisor.
• Employ a variety of instructional techniques and media, consistent with the physical limitations of the location provided and the needs and capabilities of each student in order to determine student's instructional needs in meeting the district's competencies; assess accomplishments of students on a regular basis in order to provide progress reports as required; communicate with parents as deemed necessary.
• Identify the difference in needs, abilities, and interests among students and provide appropriate instruction to meet those differences.
• Collect, analyze, and report on data for select state and district reports.
• Provide transition assessments, planning, and agency coordination for students and families of students for whom school sites require additional assistance due to specialized needs.
• Administer group standardized tests and proficiency tests to students in accordance with district testing programs and IEP requirements.
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Take all necessary and reasonable precautions to protect students and to maintain equipment, materials, and facilities.
• Develop and maintain a code of conduct for the classroom which is consistent with established administrative policies; develop rules of classroom behavior for which are enforced in a fair and just manner.
• Make provisions for being available to students and parents for education-related purposes during the scheduled workday when required or requested to do so.
• Plan for and participate in professional improvement activities; take advantage of courses, readings, in-service training, and conferences in his/her area of specialization and competency.
• Establish and maintain two-way communication with parents, students, and other staff members in an honest, positive, and constructive manner.
• Plan and supervise assignments for teacher aides, volunteers, and student teachers; make written evaluation as required.
• Supervise students in out-of-classroom activities on campus during the assigned working day; participate in the sponsorship of student activities as appropriate to the grade level; attend established traditional school-sponsored activities agreed upon by the building administrator and the faculty.
• Fulfill the requirements of punctuality, reliability, and responsibility with regard to school level and school district policies, procedures, and regulations.
• Cooperate with other professional staff members in assessing and helping solve health, attitude, and learning problems of the students.
• Attend building and district meetings to promote communication and mutual decision making among the staff.
• Serve on district committees that develop curriculum and enhance instruction.

NON-ESSENTIAL FUNCTIONS
Perform other duties and associated responsibilities as the Administrator may assign.
Perform related duties as assigned.
WORK CONTACTS
Works in close cooperation with the Director of Inclusive Education, school administration, school psychologists, counselors, speech pathologists, and health services personnel, Special Education consultants, Special Education Teachers and regular Education Teachers. Frequent contact with students, parents, and other school personnel.
REQUIRED KNOWLEDGE, SKILLS & ABILITIES
Considerable knowledge of the principles and practices for effective teaching techniques and strategies in area of specialization; of the principles and practices for effective student learning techniques; of lesson planning; of available instructional media; of modern techniques for classroom assessment; IDEA requirements; of effective interpersonal communication; and stages of child development.
SKILL TO
Skill to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices, operating equipment used in a classroom setting, including a computer; planning and managing projects; preparing and maintaining accurate records; and using pertinent software applications.
ABILITY TO

• Configure appropriate placements, services and instruction based upon the IEP.
• Plan curriculum, prepare lessons and arrange materials and equipment used by students based on the Individual Education Plan (IEP).
• Instruct students in academic, affective, prevocational and vocational, and/or life skills based upon the Individual Education Plan (IEP).Develop lessons, units and projects consistent with State Academic Content Standards and District curriculum goals and objectives.
• Meet and instruct assigned classes.
• Work independently and handle multiple priorities.
• Assess the accomplishments of students.
• Develop fair and appropriate classroom management techniques.
• Supervise assignments for aides, volunteers and student teachers.
• Model good instructional, coaching and mentoring practices.
• Communicate effectively, both orally and in writing.
• Maintain accurate, complete and correct records as required by law.
• Operate or learn to operate a microcomputer and related technologies and software.
• Communicate enthusiasm, excitement and a strong feeling of commitment to the teaching profession.
• Schedule activities, meetings, and/or events.
• Gather, collate, and/or classify data.
• Analyze data utilizing defined but different processes.
• Work with a diversity of individuals and/or groups.
• Exercise confidentiality, tact, diplomacy, and independent judgment in the performance of duties.
• Follow established policies and procedures.
• Remain open to others' ideas and contribute to building a positive team spirit.
• Multi-task and successfully work with students, staff and public.
• Solve practical problems and deal with a variety of concreate variables in situations where only limited standardization exists.
• Cleary, accurately, and appropriately communicate with students, teachers, parents and members of the community.
• Meet deadlines and exercise good judgement while working in a dynamic environment.
• Appropriately handle stress and interact with others.
• Maintain regular attendance and punctuality.

SUPERVISION RECEIVED
Work is performed under the direction of the site principal and/or the Executive Director of Inclusive Education, who will at least annually evaluate the classroom teacher's performance. Work is evaluated through observations and results achieved.
SUPERVISION EXERCISED
Special education para-educators are assigned by the building administration.
CONDITIONS OF WORK
Work is performed under the following conditions:
Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat.May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in crowded environments.
Hazards:
Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment).
SAFETY SENSITIVE:
YES
NO
X
ACCEPTABLE EXPERIENCE AND TRAINING
Bachelor's Degree from an accredited college or university with major course work in education or a related field; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform the work.
LICENSES/CERTIFICATES
Possession of a valid Nevada Teaching Certificate issued by the State of Nevada:
1. Valid Nevada Exceptional Pupil Education Endorsement in appropriate areas.
2. Valid Nevada Special Education Generalist Endorsement.
3. Valid Nevada Endorsement to teach Early ChildhoodSpecial Education.
PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS
The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job.
Those requirements include:

• Strength, dexterity, coordination, and vision to use keyboard and video display terminal for prolonged periods.
• Strength and stamina to bend, stoop, sit, and stand for long periods of time.Dexterity and coordination to handle files an...