Special Education Teacher- Preschool

QUALIFICATIONS

The candidate must either currently possess or be eligible to obtain a Virginia State Teaching License with a specific endorsement in Special Education. They should demonstrate a philosophy that emphasizes the belief that all students can and will learn. Additionally strong oral and written communication skills are required. The candidate should also exhibit a demonstrated knowledge and understanding of best instructional practices. Positive interpersonal skills are essential for effective interaction with students staff parents and the community. Moreover the candidate must be willing and able to adhere to the standards for ethical and professional conduct set forth by the State Board of Education. They should possess the skills necessary to cultivate positive relationships and collaborate effectively with various stakeholders. Furthermore an understanding of federal state and local regulations outlined in the Individuals with Disabilities Education Act (IDEA) is important for compliance purposes.

DESCRIPTION

Special Education Teachers work with students with diverse learning needs and disabilities in the preschool setting. They are responsible for creating and implementing Individualized Education Programs (IEPs) tailored to each students unique needs. These teachers employ various teaching strategies modified curriculum and assistive technologies to support students in their academic social and emotional closely with other educators specialists and parents to provide a wellrounded and supportive learning environment. They assess students progress identify challenges and adjust teaching methods accordingly. Additionally they play a key role in advocating for their students ensuring they receive the resources and support they need to succeed academically and socially.

GENERAL DUTIES (May not include all duties performed)

• Create personalized educational plans outlining goals accommodations and modifications for students with special needs.
• Adapt teaching methods materials and assessments to meet the diverse learning styles and abilities of students in the classroom.
• Work closely with general education teachers specialists and support staff to coordinate and implement effective teaching strategies and interventions.
• Regularly assess students academic abilities track progress and adjust instructional strategies based on assessment results.
• Implement behavior intervention plans (BIPs) and provide positive behavioral support to manage challenging behaviors and create a positive classroom environment as appropriate.
• Provide specialized instruction to students individually or in small groups to address specific learning needs.
• Maintain regular communication with parents and guardians updating them on their childs progress goals and achievements.
• Stay updated on the latest research teaching methods and assistive technologies to support students with special needs.
• Participate in team meetings including IEP meetings to collaborate with parents specialists and administrators in planning and evaluating student progress.
• Maintain accurate records of student progress IEP goals assessments and communication with parents and other professionals.
• Foster a positive and inclusive school culture where all students are respected and valued for their unique abilities and contributions.
• Adhere to the professional code of ethics and maintain confidentiality regarding students information and progress.
• Performs other duties as assigned.

SUPERVISION

Work is performed under the direct supervision of theSchool Principal and/or the Assistant Principal.

WORK CONDITIONS

Duties performed are typically in the school setting. Performs professional work providing support and consultative services for assigned department/program. Work requires frequent standing sitting walking and light lifting. Some assignments are subject to deadlines inherent in tailoring and delivering programs to meet the needs of diverse groups. Some assignments may involve exposure to risks associated with interactions with parents and students in heightened emotional states. Employees may be required to perform emergency and nonemergency healthrelated services for students as needed.

CONTRACT LENGTH

200 Days