Position Type:
STUDENT SUPPORT SERVICES/STUDENT SUPPORT SERVICES COORDINATOR
Date Posted:
4/14/2026
Location:
Pre-K
Date Available:
ASAP
Closing Date:
Open until filled
TITLE: Early Childhood Services Coordinator
POSITION OVERVIEW:
Under the supervision and guidance of the Director of Early Childhood Special Education, the Early Childhood Services Coordinator serves as the primary point person for coaching, problem-solving, and day-to-day support within Early Childhood Special Education classrooms for children ages 35 across Portland Public Schools (PPS) and community-based partner programs participating in the district's mixed delivery early childhood system. The Coordinator is the first line of support for educators and building leaders, providing timely, responsive guidance when students or staff experience challenges, and ensuring that concerns are addressed proactively, consistently, and in alignment with best practice.
As Portland Public Schools transitions responsibility for providing Free Appropriate Public Education (FAPE) for children ages 35 from Child Development Services (CDS), the Early Childhood Services Coordinator plays a critical role in ensuring consistent, compliant, and developmentally appropriate special education practices across settings. The Coordinator leads the implementation and ongoing support of Early Childhood Special Education (ECSE) Classrooms across the district, serves as an assigned Local Education Agency (LEA) representative, and works closely with educators, related service providers, administrators, and families to deliver high-quality, inclusive services for young children with disabilities.
ESSENTIAL RESPONSIBILITIES
+ IEP Management and Compliance
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Serve as the LEA representative for Individualized Education Program (IEP) meetings, ensuring procedural compliance and meaningful family participation.
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Monitor IEP processes and documentation to ensure compliance with IDEA Part B (619), Maine Unified Special Education Regulations (MUSER), district policies, and legal timelines.
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Review IEPs and related special education documents prior to finalization, including initial referrals, evaluations, and reevaluations.
+ Student Case Management and Support
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Support transition processes for children with IEPs, including transitions from Part C to Part B, entry into preschool, movement within preschool settings, and transition to kindergarten.
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Submit requests for district-level resources (e.g., specialized transportation, 1:1 adult support, related services, specialized programming) to the Director of Early Childhood Special Education for review and approval.
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Collaborate with ECSE case manager(s) and related service providers to ensure evaluations, observations, and progress monitoring are completed in accordance with referral and reevaluation requirements.
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Support the implementation of accommodations, modifications, and alternate assessments appropriate for preschool-aged children.
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Consult with Specialized Program educators and support staff to ensure consistent understanding and implementation of each child's disability-related needs and IEP services across daily routines and learning environments.
+ Program Implementation and Oversight
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Lead case review meetings to consider student referrals to ECSE Classrooms and to support student transitions out of ECSE settings.
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Establish and maintain strong communication practices that promote transparency and provide ongoing support to program staff and families.
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Align ECSE classroom practices with the district's approach to developing and implementing high-quality IEPs and related plans (e.g., Behavior Intervention Plans).
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Monitor ECSE program compliance with all applicable special education laws and regulations, including IEP documentation and timelines.
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Serve as a liaison between school staff, families, and external community partners to ensure coordinated, wraparound support for students.
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Supports a consistent Early Childhood Special Education (ECSE) Classroom model across schools, ensuring students receive appropriate services while maximizing access to general education and participation in the school community.
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Manage collaborative partnerships among ECSE classroom teams, school leadership, and district program staff to support high-quality implementation.
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Conduct regular school and program visits, classroom observations, and meetings with school leadership and ECSE classroom staff.
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Collaborate with school leadership in the observation, feedback, and evaluation of ECSE classroom staff.
+ Staff Training and Professional Learning
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Ensure ECSE (Specialized Program) classroom staff receive meaningful professional learning opportunities aligned with adult learning theory and responsive to student needs.
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Collaborate with schools, Network teams, and other district departments to integrate professional learning opportunities for all school staffnot only those working directly in ECSE (Specialized Program) Classroomsto promote coherence and inclusive practices.
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Provide professional development related to ECSE compliance, IEP implementation, and inclusive practices, in collaboration with the Director of Early Childhood Special Education.
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Serve as a mentor and support for new special education teachers and ECSE case managers.
+ Resource Management
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Monitor ECSE (Specialized Program) Classroom staffing patterns and resource allocation across the district and recommend adjustments to department leadership based on enrollment or programmatic changes.
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Supervise ECSE (Specialized Program) Classroom budgets and review purchase requests prior to submission for final approval by department leadership.
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Assist, in collaboration with program or building leadership, with day-to-day coordination of special education staffing to ensure continuity of services for children.
+ Collaboration and Systems Support
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Collaborate with families, administrators, related service providers, and community-based program staff to support coordinated service delivery across the mixed delivery system.
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Support the Director of Early Childhood Special Education in implementing consistent ECSE procedures, practices, and expectations during the system-building phase of PPS's ECSE program.
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Perform other duties as assigned by the Director of Early Childhood Special Education.
KNOWLEDGE, SKILLS, AND ABILITIES
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Demonstrated commitment to positive developmental, academic, and social-emotional outcomes for young children with disabilities.
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Demonstrated commitment to equity, inclusion, and culturally responsive practices in early childhood education.
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Strong understanding of developmentally appropriate practice for children ages 35.
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Strong relationship-building and collaboration skills with families, educators, and multidisciplinary teams.
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Excellent written and verbal communication skills.
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Strong organizational skills and attention to detail, particularly related to compliance and documentation.
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Proficiency with technology, including Google and/or Microsoft applications (e.g., Docs, Sheets, Slides, Word, Excel, PowerPoint).
EDUCATION, TRAINING, AND EXPERIENCE:
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Advanced degree in special education or a related field.
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At least three (3) years of experience leading IEP meetings and/or serving as a Local Education Agency (LEA) representative.
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Experience teaching or supporting students in early childhood special education.
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Experience working within early intervention, preschool, or mixed delivery early childhood systems.
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Experience supporting children with significant or complex needs (intellectual, functional, communication, social-emotional, or behavioral).
CREDENTIAL REQUIREMENTS:
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Maine State Teacher Certification with a endorsement 282 (Teacher of Children with Disabilities) (more info)
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Maine State fingerprint (CHRC) authorization
EMPLOYMENT DETAILS:
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Schedule: Full Year, Full Time (1.0 FTE)
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Assignment: Permanent
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Contract: Non-Represented Salaried Employees (see administrative bulletins for non-bargaining employees here)
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Salary: $85,000-$95,000
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Benefits: Eligible for benefits as outlined here
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Reports to: Director of Early Childhood Special Education (Ages 35)
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Direct Reports: None
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Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.
