READING PUBLIC SCHOOLS

READING, MASSACHUSETTS

Position:                    Special Education Preschool Teacher

Department:              R.I.S.E. Preschool

Reports to:                 Director of R.I.S.E.

FLSA Classification: Exempt                                   

Approved by:            Thomas Milaschewski, Ed D                                  

Revision Date:           July 2021

SUMMARY:  The Special Education Preschool Teacher will be responsible for a full day preschool program for students ages 3-5 with and without identified special needs. The classroom model consists of half day full inclusion of 15 students with and without special needs and half day small group substantially separate instruction for 7 students with identified special needs.

ESSENTIAL DUTIES AND RESPONSIBILITIES:  The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed for by this position. Other duties may be assigned.

• Facilitates language, social skills, preschool academics, gross and fine motor development and self helpo skills for preschoolers with and without identified special needs.
• Collaborates with related therapy providers such as speech language pathologist, occupational therapist, physical therapist, etc.
• Participates in team meetings including evaluations to determine eligibility and IEP develoment.
• Develops appropriate instructional materials, activities, & lesson plans, with modifications and accommodations appropriate for individual students taking into consideration cognitive levels and age-appropriateness.
• Develops and implements developmentally appropriate preschool curricula/ materials in accordance with Massachusetts Frameworks.
• Structures the classroom and establishes and maintains standards of student behavior to achieve an effective learning atmosphere.
• Creates an environment for learning through functional and attractive displays, interest centers and exhibits of student’s work.
• Evaluates students’ academic and social growth, keeps appropriate records and prepares progress reports.
• Identifies student needs, makes appropriate referrals, and develops and implements individual education plans.
• Participates in planning of curriculum goals and relevant student performance objectives.
• Evaluates individual student accomplishment of goals and objectives, records progress, and adjusts individual and group learning activities accordingly.
• Works with parents of individual children to help guide the growth and development of the children.
• Demonstrates an understanding of both child development and definitions, etiology, & characteristics of students’ disabilities.
• Participates in ongoing professional development activities related to student population & certification areas.
• Participates (as needed) to physically and safely support students (e.g. Behavior-preventative, blocking, escorts, restraints; Medical-positioning, lifting, guide/escort).
• Communicates regularly with parents by means of newsletters, notes, phone calls, conferences, etc.
• Is available to students and parents for education-related purposes outside the instructional day.
• Works with specialists, related service providers, staff members, parents, and outside persons or agencies to assist students with special problems.
• Plans and coordinates the work of paraeducators, parents, and volunteers in the classroom.
• Properly utilizes and conserves physical facilities, equipment and supplies.
• Assist in the task of operating the school as a community of cooperative and constructive members.
• Maintains an understanding of the philosophies and principles utilized in District-wide programs.
• Follows state and federal special education regulations, as outlined in the IDEA and the requirements set forth in 603 CMR 28.00 which are in addition to, or in some instances clarify or further elaborate, the special education rights and responsibilities set forth in state statute (M.G.L. c. 71B), federal statute (20 U.S.C. §1400 et seq. as amended), and federal regulations (34 CFR §300 et seq. as amended).
• Follows all standards and indicators to the best of his or her ability, as described in the Reading Public Schools Teacher Assessment Process (TAP).

SUPERVISORY RESPONSIBILITIES:  Supervises the classroom, students, paraeducators, and parent volunteers.

QUALIFICATION REQUIREMENTS: 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, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.

REQUIRED KNOWLEDGE, SKILLS & ABILITIES:

• Ability to apply knowledge of current research and theory in the educational field
• Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned
• Ability to communicate clearly and concisely both in oral and written form
• Ability to effectively present information and respond to questions from groups including staff, parents and the general public
• Ability to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations
• Ability to write reports, business correspondence, and procedure manuals
• Ability to use reasoning ability to evaluate information and determine/recommend an appropriate course of action
• Ability to define problems, collect data, establish facts and draw valid conclusions
• Ability to use professional literature, evidence-based research, and continuing education content to make practice decisions
• Ability to establish and maintain effective working relationships with students, parents, staff and the community
• Ability to work independently, prioritize tasks and manage several projects simultaneously
• Ability to perform duties with awareness of all district requirements, state and federal laws, and Board of Education policies
• Knowledge of special education procedures to maintain appropriate confidential records
• Ability to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.)
• Ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development
• Ability to operate a computer and related software including but not limited to Microsoft Office Suite
• Experience writing IEPs
• Competence regarding special education law and regulations
• Experience evaluating student skills and writing reports to interpret/summarize findings
• Strong collaborative, teaching, coaching and leadership skills to support student programming and work in a team setting
• Strong problem-solving skills to support student success
• Strong data-collection skills to help to inform decisions for students
• Strong organizational skills to balance the demands of a multi-tasking position
• A proactive and solution focused approach to meeting student needs
• Assistive technology background
• Social skills training
• Transition Endorsement preferred

EDUCATION/EXPERIENCE:

Minimum of baccalaureate degree, master’s degree preferred.

LICENSES/CERTIFICATIONS:

Teachers must possess valid Massachusetts teacher licensure appropriate to their student population, such as:

• Students with social-emotional/behavioral disorders-Teacher of Moderate Special Needs
• Students with cognitive/communication/global needs-Teacher of Severe Disabilities

PHYSICAL DEMANDS:

While performing the duties of this job, the employee is regularly required to move about to provide services and may be required to occasionally traverse throughout the school building. The employee must also often remain in a stationary position for considerable periods of time. The employee is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl. The employee must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools. The employee will frequently bend or twist at the neck and trunk while performing the duties of this job. The employee must occasionally lift and/or move fifty (50) pounds. Workday may include providing limited personal care to students. The employee must also occasionally lift or position students to provide services. The employee must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids. The employee must be able to communicate effectively with students, parents and other staff members in person and on the telephone. In the classroom, the employee must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction. On rare occasions, it may be necessary to move quickly across even or uneven surfaces.

WORK ENVIRONMENT:

The employee will be working in a normal school environment with an acceptable level of noise. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being and work out-put of students.

The physical demands and work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.