CESA 10 is seeking a part-time Early Childhood Itinerant Special Education Teacher with potential for full-time employment. This position will provide high quality instructional services and supports to children with disabilities (ages 3-5) and their families.
Position Qualifications: Four-year degree from a college or university. A WI Early Childhood Special Education (ECSE) license, #808 (Birth to 5) or #809 (Birth to 8). Public school teachers must maintain their teaching license by earning 6 additional college course credits or it equivalency.
1. Ability to problem solve and manage work time effectively and efficiently
2. Ability to react with flexibility and sensitivity to changing situations and needs
3. Excellent communication skills (all modalities including verbal, written, electronic)
4. Ability to follow-through and complete all work assignments, including special education paperwork, within expected compliance timelines and Department regulations
5. Establish and maintain positive and cooperative relationships with students, parents, administrators, and all school staff
6. Exceptional diagnostic and evaluation skills
7. Knowledge of special education program eligibility and service requirements (Federal, State and Local).
8. Knowledge of age appropriate evidence-based instructional methods and the primary coach and teaming approach to service delivery
9. Ability to help provide practical strategies to motivate children and collaborate/coach parents to achieve learning outcomes
Related Position Requirements: (travel, non-standard work hours):
Travel to school district(s) as necessary
A. The Early Childhood Teacher is a member of a Interdisciplinary Early Intervention Team supporting children ages 3 to 5 years with developmental delays and their families in the child’s natural environment.
B. Serves as a consultant and/or provider of direct and indirect services to implement IEPs for 3 through 5 year old children with disabilities in a variety of settings, including the classroom, the child’s home, and when appropriate, other settings that provide services to children (i.e. child care, Head Start, inclusive early childhood programs, etc.)
C. Simultaneously serves children in different groups or programs and “travels” from group to group or program to program
D. Offers indirect/consultation services to general education professionals and other school staff in order to help meet IEP objectives in natural environments by:
• Providing technical assistance and guidance
• Demonstrating, practicing and coaching specific techniques
• Providing emotional support and encouragement
E. Provides service coordination by educating families and general education staff on early childhood processes, facilitating the development of each child’s Individual Education Plan (IEP)
F. Satisfactorily completes My Learning Plan Service and Leadership Objectives (SLO’s) and self-evaluation as required by the Administration
G. Adapts lesson(s) for the purpose of implementing the IEP goals and meeting the special needs of students
H. Serves as a member of the District’s IEP team and assists with assessment, program planning/IEP development, and placement offerings for service delivery
I. Takes a lead role in the District’s Child Find/screening activities and coordinates these efforts with County Birth-3 Programs
J. Participates in transition meetings and activities with the B-3 Program, school-sponsored programs, and community-based programs to insure smooth transitions for children and their families entering and leaving ECSE services
K. Acts as a member of an Interdisciplinary team when designing/delivering services to young children with disabilities
L. Promotes parent involvement in the ECSE services
M. Participates in community Early Childhood councils and discussions regarding school-based services for young children
N. Performs other duties as assigned by the Administration