Early Childhood Teacher

Required Knowledge, Skills, and Abilities Knowledge Knowledge of early childhood development, curriculum, and developmentally appropriate practice Knowledge of instructional and behavioral strategies for students with disabilities, including autism and multiple disabilities Knowledge of early childhood curricula and assessment systems Knowledge of disability categories and their impact on learning, behavior, and development Knowledge of legal and ethical requirements governing early childhood special education Skills Skill in designing and delivering specially designed instruction aligned to IEP goals and developmental needs Skill in implementing evidence-based instructional and behavioral strategies Skill in designing and implementing behavior management strategies across environments Skill in facilitating collaborative team problem-solving and supporting transdisciplinary planning Skill in maintaining accurate documentation, including IEP records and student portfolios Skill in using technology to collect data, communicate, and support instruction Abilities Ability to collaborate effectively with families, colleagues, and community partners Ability to communicate clearly and professionally in both oral and written formats Ability to facilitate collaborative team problem solving Ability to create and maintain a classroom environment conducive to learning Ability to supervise and support teaching assistants in implementing instructional and behavioral strategies Ability to prioritize tasks, manage timelines, and adapt to varied student needs Ability to maintain strict confidentiality and model ethical practice The following statements describe the general nature and level of work assigned to this position. They are not intended to be an exhaustive list of all responsibilities. Additional duties may be assigned that are reasonably related to the position. Design and implement specially designed instruction to meet the needs of all learners, including students with disabilities, at-risk learners, English language learners, and typically developing preschoolers Create and maintain a classroom atmosphere conducive to learning Design and implement instruction that maximizes active engagement and provides frequent opportunities to respond Utilize errorless learning techniques and other evidence-based instructional strategies Develop individualized educational activities aligned to IEP goals and short-term objectives Support developmentally appropriate practices and evidence-based methods in the area of instructional technology and augmentative and alternative communication (AAC) Behavioral & Developmental Support Design and implement behavior management strategies across environments Utilize a variety of instructional and behavioral strategies to support student regulation and engagement Provide direction to educational teams on evidence based instructional approaches for students with moderate-to-severe disabilities and autism (e.g., TEACCH, Discrete Trial, Verbal Behavior) Demonstrate familiarity with student history through review of records and assessments Maintain open communication with parents to support understanding of the educational program and student progress Collaborate with colleagues, related service providers, and community partners to plan and implement effective student programming Provide coaching and support to community-based preschool staff by modeling a variety of evidence-based and developmentally appropriate instructional and behavioral strategies to meet the needs of all students Serve as a cooperative member of the transdisciplinary team Attend scheduled meetings, including professional development, multidisciplinary conferences, and building-level meetings Serve on committees as needed to support program initiatives Professional Responsibilities & Supervision Maintain accurate records as required by the TrueNorth Early Childhood Program, including Embrace IEP documentation and Teaching Strategies GOLD portfolios Supervise and plan for the activities of assigned teaching assistants, providing direction and support Maintain a safe learning environment and ensure student safety at all times Participate in professional development to remain current with research, trends, and best practices Physical Demands Regularly required to sit, stand, walk, bend, reach, and engage in physical activity with young children Must be willing and able to complete Non-Violent Crisis Intervention training and employ these skills as necessary Occasionally required to lift, move, or carry materials or equipment up to 50 pounds Occasional stooping, bending, and reaching Requires sufficient vision, hearing, and communication abilities to perform essential job functions Work is performed in preschool classrooms, hallways, outdoor play areas, and community environments May involve exposure to students with diverse learning, behavioral, medical, and physical needs Requires flexibility in adapting to varied instructional environments and schedules Noise levels vary and may be moderate to high depending on student activity and environment Must work indoors and outdoors year-round Qualifications Illinois Professional Educator License (PEL) with LBS I and Early Childhood endorsement Recent experience working with preschool-aged children with and without disabilities, including students with moderate-to-severe disabilities and/or autism Knowledge of developmentally appropriate practice, early childhood curriculum, and evidence-based instructional strategies Strong communication, collaboration, and organizational skills Ability to travel between sites as needed Salary/Benefits This position follows the Faculty Association CBA for Salary and Benefits: Reports to: Director of Programs and Services Employment Group: Faculty TRS FLSA Status: Exempt Work Year: 10 Months #J-18808-Ljbffr