PRESCHOOL SPECIAL EDUCATION TEACHER

Reports To: Early Learning Center Coordinator & Director of Student Services

MINIMUM QUALIFICATIONS:

• Valid CT State Teaching Certificate with appropriate endorsement for Preschool Special Education
• Master’s Degree preferred
• Excellent oral and written communication skills
• Knowledge of CT ELDS
• NAEYC criteria needed

GENERAL DESCRIPTION:

Responsible for delivering academic services based on each students’ needs in a rigorous, NAEYC Accredited, public school, Early Childhood learning environment.

PHYSICAL ABILITIES AND WORKING CONDITIONS:

The Physical Abilities and Other Conditions of Employment listed in this section are representative of, but are not intended to provide an exhaustive list of Physical Abilities and Other Conditions of Employment that may be required of positions in this class. Norwich Public School District encourages persons with disabilities who are interested in employment in this class and need reasonable accommodation of those disabilities to contact the Human Resources Department for further information.

• Physical ability to train and/or assist staff in physical management of students in crisis.
• Performing the job duties of this position requires the following physical demands: reaching, some lifting, standing, walking, carrying, bending, stooping, kneeling, crouching, sitting, and/or crawling.
• Move small stacks of textbooks, media equipment, desks, and other classroom equipment
• Occasional exposure to sun, heat, cold, and inclement weather

Terms of Employment: Salary and work year to be determined by the contract between the Norwich Board of Education and the Norwich Teachers League.
Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of support services

Identify and provide long term and short term objectives for the physical, social and emotional needs of children in planning their educational needs

• Ability to write and implement student IEP’s.
• Effectively meet the objectives of the Norwich Board of Education Early Childhood Curriculum
• Prepare well-planned lessons consistent with goals and objectives of school and system
• Effective in presenting lessons
• Possesses good classroom management and discipline
• Creates a relaxed environment in which students react and interact
• Select and employ a variety of teaching techniques in presenting materials to students
• Provide opportunities for creative and independent work
• Use test information for diagnostic and modification purposes
• Demonstrate knowledge and application of subject matter
• Utilize the opportunities for professional improvement through self-study, workshops, course work or in-service training
• Recognize and provide for individual differences among students
• Cooperate and maintain harmonious relationships with co-workers and administrators by sharing ideas and instructional methods
• Contribute to committees and faculty meetings
• Show self confidence and ability to lead classroom staff
• Maintain accurate records and submit required reports within designated time limits
• Ability to write valid IEP’s and to follow IDEA and 504 procedures.
• Physical ability to train and/or assist staff in physical management of students in crisis.
• Ability to effectively work and communicate with students, parents, and school personnel from diverse cultures or backgrounds.
• Maintain integrity of confidential information relating to students, staff, or district patrons.
• Knowledge of age appropriate teaching methods, state curriculum framework, education and special education law and appropriate instructional subjects

DUTIES AND RESPONSIBILITIES:

Identify and provide long term and short term objectives for the physical, social and emotional needs of children in planning their educational needs

• Ability to write and implement student IEP’s.
• Effectively meet the objectives of the Norwich Board of Education Early Childhood Curriculum
• Prepare well-planned lessons consistent with goals and objectives of school and system
• Effective in presenting lessons
• Possesses good classroom management and discipline
• Creates a relaxed environment in which students react and interact
• Select and employ a variety of teaching techniques in presenting materials to students
• Provide opportunities for creative and independent work
• Use test information for diagnostic and modification purposes
• Demonstrate knowledge and application of subject matter
• Utilize the opportunities for professional improvement through self-study, workshops, course work or in-service training
• Recognize and provide for individual differences among students
• Cooperate and maintain harmonious relationships with co-workers and administrators by sharing ideas and instructional methods
• Contribute to committees and faculty meetings
• Show self confidence and ability to lead classroom staff
• Maintain accurate records and submit required reports within designated time limits
• Ability to write valid IEP’s and to follow IDEA and 504 procedures.
• Physical ability to train and/or assist staff in physical management of students in crisis.
• Ability to effectively work and communicate with students, parents, and school personnel from diverse cultures or backgrounds.
• Maintain integrity of confidential information relating to students, staff, or district patrons.
• Knowledge of age appropriate teaching methods, state curriculum framework, education and special education law and appropriate instructional subjects.

Our diverse student population benefits from teachers who have a strong background in the differentiation of instructional practice resulting in high levels of achievement for all students. Our teachers are essential in creating a learning community that respects all students.

ESSENTIAL RESPONSIBILITIES:

• Facilitate team processes including problem solving, pre-referral intervention, and IEP development for students with disabilities.
• Instruct and direct assigned instructional assistants to maximize delivery of instructional services.
• Collects appropriate student performance data for determining the extent to which student IEP goals and objectives are achieved.
• Teacher will seek out opportunities for professional development to enhance content knowledge and pedagogical skills.