Early on Early Childhood Special Education Program Teacher – 1.0 FTE – Livingston ESA – Howell, MI

12 Month, 200 day position

In Accordance with the LIPSA Master Agreement.

POSITION SUMMARY

Through the Primary Service Provider model of coaching, the Early on Special Education Teacher is responsible for providing caregiver support for children from birth through age 3 who are identified with developmental delays. Using evidenced based practices and caregiver coaching, the Early on Special Ed Teacher provides service through small group and/or individual family in homes, daycares or community based settings.

ESSENTIAL FUNCTIONS

Note: These duties and responsibilities are judged to be “essential functions” in terms of the Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person.

• Provide individualized, explicit, evidence-based instructional practices directed at developing skills in the following instruction areas:

• adaptive skills,
• communication skills;
• physical and motor development;
• personal and social development;
• perceptual development skills; and
• cognitive skills.

• Assess child development in each developmental area of need as it influences children and families’ functioning. Align Primary Service Provider (PSP) model to early intervention service delivery, and assessments, individualizing based on child and family need.
• Develop appropriate, measurable outcomes for each child and family.

• Serve as case coordinator for students on caseload, scheduling home visits, and IFSP meetings as necessary.

• Regularly monitor individual child and family’s’ progress, including completing entry and exit assessments.

• Keep required records accurate and timely.

• Plan and provide regular learning opportunities for parents, including home visits and community experiences.

• Collaborate with related service providers.

• Work as a team member on evaluations to determine early intervention eligibility.

• Engage in ongoing professional learning.

ADDITIONAL DUTIES

• Performs other related tasks as assigned.

SUPERVISORY RESPONSIBILITIES

EDUCATION and/or EXPERIENCE

• Bachelor’s degree in education.
• Previous experience working with infants, toddlers and their families preferred.

CERTIFICATES, LICENSES, REGISTRATIONS

• Michigan teaching certificate with the following endorsements: ZS Early Childhood endorsement OR ZA Early Childhood endorsement with at least one other qualifying special education endorsement (cognitive impairment or autism spectrum disorder preferred).

LANGUAGE SKILLS

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from parents, coworkers and the general public.

MATHEMATICAL SKILLS

Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions and deal with several abstract and concrete variables.

OTHER SKILLS & ABILITIES

Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or verbal communication.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is frequently sitting and standing while performing the duties of this job. The employee may occasionally bend or twist at the neck and back while performing the duties of this job. Specific vision abilities required by this job include close vision such as to read typewritten material. The employee may occasionally lift up to 90 pounds to assist students in toileting, positioning or to assist disruptive students and equipment and wheelchairs.

WORK ENVIRONMENT

The noise level in the work environment is usually loud. The employee is frequently required to interact with the public and other staff. The employee will be required to conduct home and community visits.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment.

The Livingston Educational Service Agency does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.

Inquiries regarding non-discrimination policies should be directed to the Assistant Superintendent for Administrative Services.