Job Summary

The staff special education teacher provides support, strategies, and appropriate interventions and supervision for the preschool staff, programs, children and their families in the context of a preschool setting.  

Responsibilities

PERFORMS DIAGNOSTIC SERVICES

• • Independently performs services in clinical areas (i.e. Screenings, Preschool). 
  • Consistently selects, utilizes, and accurately interprets appropriate testing materials and or instrumentation based on presenting needs. Actively participates in research on potential updates, modifications and/or improvements to clinical departmental protocol/instrumentation/ testing /teaching methods.

PROVISION OF SERVICE

• • Formulates child specific long- and short-term goals consistent with Individualized Education Program (IEP) format within a trans-disciplinary context.
  • Implements child specific long- and short-term goals consistent with IEP format within trans-disciplinary context.
  • Provides support for program staff to formulate and implement child specific long- and short-term goals consistent with IEP format within a trans-disciplinary context.
  • Demonstrates the ability to use IEP Direct and all other IEP programs and goals.
  • Utilizes strategies effectively based on IEP goals. Modification of methods and interventions  including but not limited to physical environment, daily routine, adult-child,  child-child interactions. Selection and use of appropriate therapy materials. Demonstrates proficiency with use of strategies across multiple models (i.e. center based, autism spectrum classrooms, related service, etc.)

COMMUNICATION

• • Demonstrates the ability to use a variety of strategies to communicate appropriate clinical information regarding caseload or other clinical assignment including but not limited to presentations, demonstrations, meetings, and handouts.
  • Attends, schedules and conducts weekly classroom or treatment team meeting times with staff as assigned.
  • Schedules regular meeting times with families at least twice a year according to school program protocol.
  • Actively and consistently uses cooperative planning as a strategy for staff-to-staff communication including but not limited to participation on: Classroom team, Site team, Core team, Best Practice team, and Diagnostic team.
  • Consistently exchanges information with parents including observations, scheduled conferences etc. and encourages parents to actively participate
  • Clearly communicates information at interagency and intra-agency meetings including to other staff, departments, and internal and external customers according to program protocol as directed.
  • Demonstrates knowledge of chain of command in a crisis and follows appropriate clinical and program response according to preschool protocols.

Documentation - Clinical Documentation:

• • Completes documentation within established time frames including but not limited to diagnostic reports, progress notes, lesson plans, attendance and annual reports according to program requirements and mandates.

Participates in One Site Specialty In-service Program or Site –Based Assignment

• • Generates idea, plans, insures and appropriately measures project outcomes. 
  • Performs other related duties as assigned.

Qualifications/Requirements

EXPERIENCE

• • Experience preferred in teaching or as a teaching assistant/aide.

EDUCATION

• • Masters Degree in Special Education; or
  • Bachelors degree for designated specialty areas including but not limited to Behavior and Family Therapies or a program determined by the New York State Education Department (NYSED) to be substantially equivalent in accordance with the Regulations of the Commissioner.

LICENSES/CERTIFICATIONS

• • NYS Certification in accordance with the requirements of the NYSED and program position requirements.

OTHER

• • Strong knowledge of modern theories, techniques, and practices in early education, including the effective use of relevant techniques, modalities and tools.
  • Ability to motivate students to reach their highest level of educational functioning and instruct them in therapeutic activities.
  • Skilled in planning, implementing, and evaluating activities aimed at maximizing outcomes.
  • Excellent interpersonal skills and the ability to collaborate effectively with others.
  • Strong leadership and problem-solving abilities.
  • Competency in using computer applications.
  • Strong judgment, resourcefulness, creativity, emotional stability, maturity, and initiative.