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Early Childhood Special Education Teacher
Early Childhood Special Education TeacherSaint Louis Park Independent School District 283 • Saint Louis, Michigan, USA
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Early Childhood Special Education Teacher

Early Childhood Special Education Teacher

Saint Louis Park Independent School District 283 • Saint Louis, Michigan, USA
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  • [job_card.full_time]
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Title :

Teacher-Early Childhood Special Education

DBM Classification : C43 / Grade14

Department : Special Education

Salary Range : $47066 - $103660

Employee Group : P.A.T- Teachers

Prepared Date : November 2025

Reports to :

Director ofStudentServices

FTE / FLSA Status :

1.00-10-Months- Exempt

SUMMARY OF RESPONSIBILITIES

The ECSE Birth3 and 35 Teacher provides early intervention and early childhood special education services to infants toddlers and preschool-aged children with developmental delays and disabilities. This educator delivers services in home community and center-based settings and partners closely with bilingual families to support developmental outcomes using culturally sustaining practices. The role requires strong collaboration with families caregivers interpreters and interdisciplinary team members to develop IFSPs and IEPs that reflect each familys values strengths and language while promoting meaningful participation across environments.

DUTIES AND RESPONSIBILITIES

  • Develop and implement individualized instruction for infants toddlers and preschoolers with developmental delays and disabilities.
  • Adapt instructional methods materials routines and environments to meet diverse developmental needs.
  • Provide direct services in home community and center-based settings across academic communication social-emotional adaptive and functional skill areas.
  • Integrate assistive technology visual supports and specialized resources to enhance access and participation.
  • Monitor developmental progress using ongoing observation data collection and curriculum-based assessments adjusting strategies as needed.
  • Provide accommodations modifications and embedded supports in alignment with IFSPs and IEPs.
  • Implement Positive Behavior Support Plans and developmentally appropriate behavior interventions.
  • Use de-escalation and crisis-response strategies that prioritize safety and regulation.
  • Collaborate with caregivers general education preschool staff and interdisciplinary partners to support inclusive practices.
  • Participate in IFSP and IEP meetings multidisciplinary evaluations Child Find processes and transition planning.
  • Communicate consistently with families regarding progress strategies and homeschool connections.
  • Partner with paraprofessionals related service providers and interpreters to support coordinated service delivery.
  • Engage in school- and program-wide initiatives professional development and PLCs.
  • Develop and revise IFSPs and IEPs that reflect family priorities strengths language and cultural context.
  • Ensure compliance with IDEA Part C and Part B regulations Minnesota Rule 3525 and district policies.
  • Maintain accurate documentation service logs and progress reports aligned to IFSP and IEP outcomes.
  • Foster childrens social-emotional growth through relationship-based developmentally appropriate practices.
  • Promote safe supportive culturally responsive learning environments across all service settings.

SUPERVISION AND TRAINING

  • Supervise and provide direction to paraprofessionals and support staff.
  • Participate in professional development and training to enhance instructional effectiveness.
  • Develop strong trusting partnerships with families respecting cultural beliefs parenting styles and language.
  • Collaborate with interpreters and cultural liaisons to ensure accessible communication for families with limited English proficiency.
  • Empower BIPOC families by recognizing their knowledge strengths and community resources.
  • Participate in IFSP meetings and collaborate with family members and service coordinators to support child and family outcomes.
  • Work collaboratively with Early Childhood Family Education (ECFE) home visiting programs and community partners to connect families with additional supports.
  • Conduct developmental assessments in the childs home or natural setting using culturally appropriate tools and practices.
  • Provide specialized instruction to children ages birth to 3 in alignment with IFSP goals.
  • Support transition planning as children approach age 3 collaborating with Part B ECSE programs.
  • Maintain accurate and up-to-date student records including progress reports and services documentation.
  • Maintain timely and accurate documentation that reflects family voice developmental progress and culturally responsive interventions.
  • Attend professional development focused on racial equity cultural responsiveness trauma-informed care and early childhood best practices.
  • Other duties as assigned.

    • KNOWLEDGE SKILLS & ABILITIES

  • Special Education Laws & Policies : Understanding of IDEA Section 504 ADA and state regulations governing special education.
  • Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs) : Knowledge of ECSE-specific IFSP / IEP development implementation progress monitoring and compliance requirements including alignment with Part C and Part B regulations and Minnesota Rule 3525.
  • Instructional Strategies : Familiarity with differentiated instruction Universal Design for Learning (UDL) and evidence-based teaching practices.
  • Behavior Management : Understanding of Positive Behavioral Interventions and Supports (PBIS) Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP).
  • Assessment & Data Collection : Knowledge of formal and informal assessments to track student progress and inform instruction.
  • Assistive Technology : Familiarity with adaptive tools software and communication devices that support student learning.
  • Inclusion & Co-Teaching Models : Understanding of best practices for integrating students with disabilities into general education classrooms.
  • Instructional Delivery : Ability to modify and differentiate instruction based on student needs.
  • Collaboration & Teamwork : Strong skills in working with general education teachers paraprofessionals related service providers and families.
  • Communication : Clear and effective verbal and written communication with students parents and colleagues.
  • Problem-Solving : Ability to develop and implement creative solutions to support student learning and behavior.
  • Adaptability & Flexibility : Capability to adjust teaching strategies and interventions as student needs evolve.
  • Classroom & Behavior Management : Skill in implementing behavior support strategies and fostering a positive learning environment.
  • Time Management & Organization : Ability to manage multiple responsibilities including lesson planning IEP meetings and documentation.
  • Build Positive Relationships : Establish trust and rapport with students families and staff.
  • Support Diverse Learning Needs : Adapt instruction for students with various disabilities and learning styles.
  • Maintain Confidentiality & Ethical Standards : Handle sensitive student information with professionalism and discretion.
  • Advocate for Student Success : Ensure students receive the necessary support accommodations and services.
  • Foster Independence & Self-Advocacy : Encourage students to develop self-regulation confidence and autonomy.
  • Implement Crisis Intervention Strategies : Apply de-escalation techniques and support students in managing behaviors.
  • Engage in Continuous Learning : Stay current with best practices and professional development in special education.

    • PHYSICAL DEMANDS

  • Standing & Walking : Frequent standing and walking throughout the classroom and school to assist students and provide instruction.
  • Sitting : Periods of sitting while working with students developing lesson plans and completing documentation.
  • Bending Stooping & Kneeling : Occasionally required to assist students with mobility needs provide support during activities or manage classroom materials.
  • Lifting & Carrying : May need to lift and carry instructional materials student belongings or adaptive equipment (typically up to 25 lbs). Some positions may require assisting students with physical disabilities in transferring or positioning (training and assistance from support staff are typically provided).
  • Assisting with Mobility : Supporting students who use walkers wheelchairs or other assistive devices.
  • Physical Restraint & De-escalation (if required) : In some cases training in Crisis Prevention Intervention (CPI) or similar methods may be necessary to ensure student and staff safety.
  • Assisting with Daily Living Skills : If working with students with significant needs the role may involve helping with toileting feeding or other self-care tasks.
  • Visual & Auditory Requirements : Ability to observe students monitor behaviors and respond to verbal and nonverbal cues.
  • Clear speech and strong listening skills to communicate effectively with students parents and staff.
  • Fine Motor Skills : Required for writing typing reports and manipulating classroom materials.

    • WORK ENVIRONMENT

  • Classroom Environment : Most work is conducted in a specialized or inclusive classroom setting supporting students with diverse learning needs.
  • General Education Classrooms : Collaboration with general education teachers in co-teaching or push-in models.
  • Resource Rooms & Therapy Spaces : Small group or one-on-one instruction in designated areas for students requiring targeted interventions.
  • Community-Based Learning : Some programs may involve field trips vocational training or real-world learning experiences outside of school.
  • Students : Daily interaction with students who have a range of disabilities including cognitive emotional behavioral and physical challenges.
  • Colleagues & Support Staff : Frequent collaboration with general education teachers paraprofessionals related service providers (e.g. speech therapists occupational therapists) and school administrators.
  • Families & Caregivers : Regular communication with parents / guardians to discuss student progress challenges and support strategies.
  • District & Community Resources : May coordinate with external agencies specialists and transition services to support student success.
  • Noise Levels : Vary from quiet focused learning sessions to high-energy classroom interactions.
  • Physical Activity : May involve standing walking assisting students and managing classroom materials.
  • Behavioral Challenges : Some students may display disruptive behaviors requiring de-escalation strategies or Crisis Prevention Intervention (CPI) techniques.
  • Adaptive & Assistive Technology : Use of specialized equipment visual aids communication devices and assistive technology tools.
  • Standard School Hours : Typically follows the academic calendar including professional development days IEP meetings and parent conferences.
  • Additional Responsibilities : May require occasional evening or weekend commitments for training school events or family meetings.
  • Paperwork & Compliance : Time dedicated to documentation IEP reports and student progress tracking.
  • Problem-Solving & Adaptability : Managing student needs instructional changes and unexpected challenges.
  • Emotional Resilience : Supporting students with disabilities requires patience empathy and the ability to handle emotionally charged situations.
  • Commitment to Equity & Inclusion : Advocating for students rights and ensuring equitable access to education.

    • EDUCATION and / or EXPERIENCE

  • Bachelors Degree in Special Education Education or a related field.
  • Preferred Education : Masters Degree in Special Education Educational Leadership or a related field (may be required for advanced licensure or specialized roles).
  • Previous Teaching Experience in a special education classroom or inclusion setting.
  • Experience collaborating with general education teachers related service providers and paraprofessionals.
  • Familiarity with behavior intervention plans (BIPs) functional behavior assessments (FBAs) and assistive technology.
  • Experience working with diverse student populations including English learners and students with multiple disabilities.
  • Strong understanding of federal and state special education laws (IDEA Section 504 ADA).
  • Commitment to professional growth through ongoing training and professional development.

    • CERTIFICATES LICENSES REGISTRATIONS

  • Valid teaching license / certification as required by state regulations.
  • ValidMinnesotaTeaching License in Early Childhood Special Education (B-5)
  • Certification in Crisis Prevention Intervention (CPI) or other de-escalation techniques (preferred).
  • Additional coursework in behavior management inclusive education or assistive technology.

    • BENEFIT INFORMATION

    St. Louis Park Schools provides a comprehensive benefits package for employees working 20 or more hours per week. Key benefits include :

  • Health and Dental Insurance
  • Flexible Spending Accounts (FSA) for medical and dependent care expenses
  • Life Insurance
  • Accidental Death and Dismemberment (AD&D) Insurance
  • Short- and Long-Term Disability Insurance

    • The cost of benefits varies based on the employee group and full-time equivalent (FTE) status. For detailed information including specific benefits and associated costs please refer to the applicable group or bargaining unit contract Employment Contracts .

    Required Experience :

    IC

    Key Skills

    Client Server,FMCG Sales,Land Survey,Facilities,Labouring

    Employment Type : Full-Time

    Experience : years

    Vacancy : 1

    Monthly Salary Salary : 47066 - 103660

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