POSITION PURPOSE
This position will support students in general education early childhood settings who are receiving specialized instruction from a teacher and/or service providers. Candidates should have experience in coaching, modeling, and implementing best practices for preschool age children with identified disabilities to ensure access to the least restrictive environment.
ESSENTIAL FUNCTIONS
Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements below represent the required knowledge, skill, and/or ability. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The statements below describe the general nature and level of work a person performs in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person. Other duties may be assigned.
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Provide individualized, explicit, evidence-based instructional practices directed at developing skills in the following instruction areas:
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adaptive skills,
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communication skills;
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physical and motor development;
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personal and social development;
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perceptual development skills; and
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cognitive skills.
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Provide ongoing coaching, modeling, and consultation to teams regarding best practices for supporting preschool-age children in the least restrictive environment.
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Support teams during early childhood transition processes to ensure high levels of open communication between sending and receiving teams.
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Assess child development in each curricular and developmental area of need.
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Provide differentiated instruction and support for children with differing communication needs.
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Develop appropriate, measurable goals and objectives for each child on caseload, incorporating state- or federally mandated program-level practices and curriculum, such as those in Great Start Readiness Programs (GSRP) and Head Start (HS).
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Serve as case coordinator for students in inclusive settings and direct service provider for some students on caseload, including (but not limited to) maintaining services logs.
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Develop appropriate, measurable goals and objectives for each child.
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Serve as case coordinator for students on caseload, scheduling IEP meetings as necessary.
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In collaboration with the child’s educational team, develop functional behavioral assessments and utilize data to create and implement behavior support plans as needed.
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Regularly monitor individual child progress, including completing entry and exit assessments for child outcome data.
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Keep required records accurate and timely.
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Maintain organized and proactive schedules for meeting student service times across the county.
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Plan and provide regular learning opportunities for parents, including home visits and community experiences.
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Collaborate with related service providers.
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Incorporate the use of evidence-based interventions for classroom management and student behavior.
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Provide on-the-job training, assign duties, supervise, and evaluate teacher assistants assigned to services.
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Engage in ongoing, high-quality, professional learning.
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Stay current on local, state, and national early childhood research and regulations.
ADDITIONAL DUTIES
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Performs other duties as assigned.
SUPERVISORY RESPONSIBILITIES
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May manage and supervise students and paraprofessionals in the educational environment.
EDUCATION and/or EXPERIENCE
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Bachelor’s degree in education.
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Experience with an array of early childhood settings and the natural environments of preschool-age children.
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Knowledge and experience with high-leverage practices, explicit instruction, differentiated instruction, and “best practices” in autism (e.g., START, Project Impact, AT/AAC, social communication, etc.) and developmental delays.
CERTIFICATES, LICENSES, REGISTRATIONS
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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).
LANGUAGE SKILLS
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 parents, coworkers and the general public.
MATHEMATICAL SKILLS
Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS & ABILITIES
Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the 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 clearly and concisely in written or verbal communication.
PHYSICAL DEMANDS
While performing the duties of this job, the employee is frequently sitting and standing while performing the duties of this job. The employee may occasionally bend or twist at the neck and back while performing the duties of this job. Specific vision abilities required by this job include close vision such as to read typewritten material. The employee may occasionally lift up to 90 pounds to assist students in bathrooms and positioning or to assist disruptive students and equipment and wheelchairs.
WORK ENVIRONMENT
The noise level in the work environment is usually loud. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out- put of students. The employee may travel between assignments which will include driving.
The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District.
The Board of Education does not discriminate on the basis of race, color, religion, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected characteristic, in its programs and activities, including employment opportunities.
Inquiries regarding non-discrimination policies should be directed to the Deputy Superintendent for Administrative Services.
