Teacher, Early Childhood Special Education (ECSE)

Early Childhood Special Education ECSE Teacher Job Description

Job Title: Early Childhood Special Education ECSE Teacher Reports To: Principal Wage/Hour Status: Exempt Pay Grade: Teacher Salary Scale

Primary Purpose: The Early Childhood Special Education ECSE Teacher position is designed for the educator who strives positively impact classroom success for preschool students eligible for special education supports and services in a general education preschool setting. The Early Childhood Special Education ECSE Teacher is responsible for providing preschool students with a comprehensive continuum of services aged 3-5 with identified delays in one or more of five developmental areas.

Responsibilities and Duties:

• Develops and implements instructional plans to assist students in accessing the general curriculum and meeting curriculum standards.
• Actively participates in Data Drive Action Planning (DDAP) Professional Learning community (PLC) meetings with general education teachers to plan practice and provide accommodations to meet student needs.
• Actively participates in providing instruction with the general education teacher in accordance with trained models of collaborative instruction and support.
• Prepares and documents lesson plans in accordance with district standards and procedures.
• Teach alternate curriculum based on prerequisites and essence skills of the TEKS.
• Provide appropriate opportunities for the students to be engaged with peers in academic and nonacademic settings.
• Implements individual education plans (IEPs) and monitors and documents student progress.
• Provides parents with written information regarding student progress on IEP goals and objectives at least once per grading period according to district and ARD guidelines.
• Maintains the confidentiality of student and parent information.
• Develops IEP goals and objectives based on formal and informal evaluation methods.
• Maintains appropriate data collection every grading period and following grade-level grading expectations.
• Uses a variety of data collection tools to assess student skills and progress in the general curriculum.
• Maintains complete and accurate paperwork needed for compliance purposes in the campus student folder.
• Maintains complete and accurate documentation of services provided to students, including time, student name, and description of services provided to student as they related to implementation of students IEP.
• Prepares and incorporates lesson plan materials and materials needed for student IEP goals and objectives.
• Maintains professional competence by participating in staff development activities, curriculum development meetings, staff support activities, and other professional opportunities.
• Serves as the students Case Manager, including responsibility for coordinating and documenting the Admission Review and Dismissal (ARD) Individual Educational Plan Committee for each student.
• Ensures that students have appropriately written Standards-Based Individualized Education Programs (SBIEP).
• Ensures that the IEP is being implemented with fidelity in all school settings.
• Evaluates and monitors individual student progress based on academic and behavioral data collection.
• Participates in placement decisions based on educational, social, and behavioral data presented to the committee.
• Maintains documentation of implementation of services in accordance with the students Individual Educational Plans.
• Ensures the distribution of appropriate paperwork, including accommodations and deliberations, to all assigned teachers, both general and special education.
• Provides ongoing supports and training for the ECSE paraprofessional.
• Collaborates as needed with campus personnel and Related Services to provide the most appropriate services for students with suspected or confirmed communication disabilities.
• Routinely and professionally provides information to parents about services that are available through Medicaid, State of Texas, and other community organizations.

Working Conditions: The usual and customary methods of performing the jobs functions require the following physical demands, physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling, reaching, repetitive hand motions, and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities, control behavior through physical restraint, and assist non-ambulatory students. Mental demands include the ability to maintain emotional control under stress, ability to solve problems and deal with a variety of situations, ability to interpret a variety of data, and ability to be effective in both oral and written communication.