26-FEA-72 Early Childhood Special Education Teacher 1.0; FECC (2 positions)

NOTICE OF VACANCY POSTING DATE: September 14, 2026 POSITION ID: 26-FEA-72 POSITION: Early Childhood Special Education Teacher 1.0 ( 2 positions ) LOCATION: Farmington Early Childhood Center (FECC) SALARY: Per FEA Master Agreement 2026-2027 salary schedule (Preferred starting salary range of $51,053 (BA) - $68,562 (MA), dependent on experience and degree obtained) START DATE: October 2026 DEADLINE: September 18, 2026 or until filled CANDIDATE SUMMARY We are seeking a compassionate, dedicated, and highly skilled Early Childhood Special Education (ECSE) Teacher to join our team. In this role, you will design and implement individualized instruction for preschool-aged children who exhibit developmental delays or disabilities. You will create a nurturing, inclusive, and play-based environment where every child can develop foundational cognitive, social-emotional, communication, and motor skills. As an ECSE Teacher, you will collaborate heavily with families, speech-language pathologists, occupational therapists, physical therapists, and social workers so that each child's Individualized Education Program (IEP) goals are met. QUALIFICATIONS Valid Michigan Teaching Certificate with full approval as an ECSE Teacher, is required. A Baccalaureate degree with a major specifically in Special Education, is preferred. Experience working with preschool age children with disabilities and their families. Ability to communicate effectively and work cooperatively with students, staff members, parents and the community. Must meet all requirements per rule 340.1781-82 of the Michigan Administrative Rules of Special Education. Must be CPI trained or willing to be CPI trained within 30 days of hire date and annually update CPI certification. Ability to communicate effectively and work cooperatively with students, staff members, parents and the community. Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable.

KEY RESPONSIBILITIES Instruction & Classroom Management Design & Deliver Instruction: Plan and execute developmentally appropriate, play-based lessons that target specific cognitive, communication, motor, and social-emotional skills. Differentiate Learning: Modify and adapt the general preschool curriculum, materials, and routines to meet the unique needs of children with various disabilities. Create Inclusive Environments: Foster a safe, supportive, structured, and predictable classroom environment that utilizes visual schedules, assistive technology, and positive behavioral interventions. Manage Transitions: Implement routines that help young children successfully transition between activities and environments. IEP Development & Case Management Lead IEP Meetings: Act as the case manager for assigned students, coordinate IEP team meetings, and collaborate with parents and specialists to develop compliant, meaningful goals. Assess & Progress Monitor: Administer developmental assessments, gather data on IEP goals, and maintain meticulous records of student progress to guide instruction and report to families. Ensure Compliance: Complete all special education paperwork, evaluations, and progress reports in strict accordance with state and federal regulations (IDEA). Collaboration & Family Support Partner with Families: Maintain open, empathetic communication with parents and caregivers. Provide them with strategies and resources to support their child's learning and development at home. Direct Paraprofessionals: Guide classroom paraprofessionals to ensure they are effectively supporting student goals and safety. BOARD OF EDUCATION EXPECTATIONS FOR ALL FPS EMPLOYEES To ensure work/choices contribute to the Learner Profile and District Goals, as demonstrated by: Ability to create a collaborative culture through providing a safe environment for employees to take risks, work independently and interdependently and to value all perspectives. Ability to establish productive relationships which will support and leave people better off through engagement in courageous conversations and empathetic interactions in order to make choices that build trust and understanding. Ability to establish an environment of continuous improvement that will provide data/feedback and reflection that will assist in identifying and solving problems in an innovative manner. Ability to establish an environment for cultural improvement by demonstrating honesty with self and others through equity, not just equality, and seeing and embracing differences as assets. Ability to know your audience and to tailor communication in a timely, clear and appropriate mode; always seeking to understand. METHOD OF APPLICATION: Applications are being accepted online only. To apply for this position, go to the district's web site at www.farmington.k12.mi.us , select the tabs 'Departments' , 'Human Resources', 'Employment' , 'Online Application' . Selected candidates may be required to submit a video introduction for the first screening interview. For questions regarding this posting contact tanishia.peterson@fpsk12.net . Note: First round screening interviews for selected candidates will be held once the posting is closed. It is the policy of Farmington Public Schools that no person shall, on the basis of race, creed, color, national origin, sex, age, marital status, or disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination in employment, or in any of its programs or activities.